Sensory modulation symptoms are common in persons with autism spectrum disorders (ASD); however have a heterogeneous presentation. Results from 14 studies indicated a significant high difference between ASD and typical groups in the presence/frequency of sensory symptoms, with the greatest difference in under-responsivity, followed by over-responsivity and sensation seeking. Three moderators that reduced the variability in findings among studies were: chronological age, severity of autism, and type of control group. Sensory differences were highest for studies of children ages 6-9 years, samples with more than 80% with an autism diagnosis, and compared to a CA matched versus a MA or DD matched group. It is important to consider these moderators in the design of studies and interventions addressing sensory symptoms.

This article reports the results of a meta-analysis of technology-based intervention studies for children with autism spectrum disorders. We conducted a systematic review of research that used a pre–post design to assess innovative technology interventions, including computer programs, virtual reality, and robotics. The selected studies provided interventions via a desktop computer, interactive DVD, shared active surface, and virtual reality. None employed robotics. The results provide evidence for the overall effectiveness of technology-based training. The overall mean effect size for posttests of controlled studies of children with autism spectrum disorders who received technology-based interventions was significantly different from zero and approached the medium magnitude, d = 0.47 (confidence interval: 0.08–0.86). The influence of age and IQ was not significant. Differences in training procedures are discussed in the light of the negative correlation that was found between the intervention durations and the studies’ effect sizes. The results of this meta-analysis provide support for the continuing development, evaluation, and clinical usage of technology-based intervention for individuals with autism spectrum disorders.

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Tabletop interfaces are a novel class of technologies that are particularly suited to support co‐located collaboration. The Collaborative Puzzle Game (CPG) is a tabletop interactive activity developed for fostering collaboration skills in children with Autism Spectrum Disorders (ASD). The CPG features an interaction rule called Enforced Collaboration (EC); in order to be moved, puzzle pieces must be touched and dragged simultaneously by the two players. Two studies were conducted to test the effect of EC on collaboration. In Study I, 70 typically developing boys were tested in pairs to characterise the way they respond to EC; in Study II, 16 boys with ASD were tested in pairs. Results suggest that EC has a generally positive effect on collaboration and is associated with more complex interactions. For children with ASD, the EC interaction rule was effective in triggering behaviours associated with co‐ordination of the task and negotiation.

This study evaluated the effectiveness of a three-week intervention in which a co-located cooperation enforcing interface, called StoryTable, was used to facilitate collaboration and positive social interaction for six children, aged 8-10 years, with Autistic Spectrum Disorder (ASD). Intervention focused on exposing pairs of children to an enforced collaboration paradigm while they narrated a story. Pre-and post intervention tasks included a "low technology" version of the story telling device and a non story-telling play situation using a free construction game. The outcome measure was a structured observation scale of social interaction. Results demonstrated progress in three areas of social behaviors. First, the participants were more likely to initiate positive social interaction with peers after the intervention. Second, the level of shared play of the children increased from the pre-test to the post test and they all increased the level of collaboration following the intervention. Third, the children with ASD demonstrated lower frequencies of autistic behaviors while using the StoryTable in comparison to the free construction game activity. The implications of these findings are discussed in terms of the effectiveness of this intervention for higher functioning children with ASD.