Computer‐mediated intervention to foster prosocial ability among children with autism

The study refers to the social aspect of Autism Spectrum Disorder (ASD) and focuses on pro‐social behaviour that has a positive effect on social adaptability. The first goal of the study was to determine whether there is a gap in prosocial‐behaviour between children with High‐Functioning ASD (HFASD) and children with typical‐development; and secondly, to foster prosocial‐behaviour with a computer‐mediated intervention versus a non‐computer‐mediated intervention. The study comprises 58 preschool children, divided into three groups: HFASD experiencing a computer‐mediated intervention, HFASD experiencing a non‐computer‐mediated intervention, and typically‐developing children with no intervention. The 2‐month intervention was based on the Cognitive Behavioural Therapy model, and pairs of children learned how to solve social‐problems. Following preliminary screening tests (PPVT; SCQ), observations designed to evaluate prosocial‐ability and Vineland questionnaires measuring prosocial‐behaviour were conducted pre‐ and post‐intervention. Pre‐intervention findings indicated that children with typical‐development exhibited higher prosocial‐behaviour than children with HFASD. This changed however, post‐intervention, as the gap between the two groups decreased. Additionally, the study found that the computer‐mediated intervention group improved in some prosocial measures compared to the non‐computer‐mediated intervention. Lay Description What is currently known about the subject matter? • Prosocial behaviour is the ability to channel positive feelings/behaviours towards others for their benefit. • It contributes to social acceptance, psychosocial adjustment, and academic achievement. • Studies point to difficulties in prosocial ability among children with Autism. • There is a positive impact of assistive‐technologies on children with Autism, especially in early childhood. What the paper adds to this? • We compared computer‐mediated prosocial intervention to non‐computer‐mediated intervention. • Post intervention, the prosocial ability gap between typically developed children and children with Autism decrease. • Comparing the two interventions yield that the computer‐mediated intervention led to a more significant improvement. Implications of study findings for practitioners • The study highlights the effectiveness of using computers in working with young children with Autism. • An effective computer‐moderated therapy could help these children progress in prosocial ability. • Developing prosocial ability may contribute to the children' social status, self‐image, and other areas.