FATHER SATURNINO URIOS UNIVERSITY

San Francisco St. Butuan City 8600, Region XIII Caraga,

Philippines
Nursing Program

EVIDENCE-BASED READING

Title:
The Impact of Technology-Based Interventions on the Social and Communication Skills of
Children with Autism Spectrum Disorder (ASD)

Research Findings:
Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that affects communication,
social interaction, and behavior. Children with ASD often have difficulty in social and
communication skills. Technology-based interventions, such as computer-based training
programs, virtual reality, and mobile applications, have been developed to address the needs of
children with ASD. This report aims to review the research on the impact of technology-based
interventions on the social and communication skills of children with ASD. A systematic review
of randomized controlled trials (RCTs) was conducted. A total of 20 studies met the inclusion
criteria. The results showed that technology-based interventions were effective in improving
social and communication skills of children with ASD. The studies reported significant
improvements in joint attention, social communication, and language development. Virtual
reality and mobile applications were found to be particularly effective in improving social
communication skills.

Conclusion:
Technology-based interventions have been shown to be effective in improving social and
communication skills of children with ASD. The studies suggest that interventions such as
computer-based training programs, virtual reality, and mobile applications can significantly
improve joint attention, social communication, and language development of children with ASD.
These interventions have the potential to be used as a supplement to traditional therapy or as a
standalone intervention.

Analysis:
While technology-based interventions show promise in improving social and communication
skills of children with ASD, it is important to note that these interventions should not replace
traditional therapy. The use of technology should be tailored to the individual needs of each
child, and clinicians should consider the level of technology access and skills of the child and
their family.

Reference:
Venkatesh, S., & Rajendran, R. (2020). Technology-based interventions for social and
communication skills in children with autism spectrum disorder: A systematic review. Journal of
autism and developmental disorders, 50(2), 569-584.
 FATHER SATURNINO URIOS UNIVERSITY
San Francisco St. Butuan City 8600, Region XIII Caraga,
Philippines
Nursing Program

EVIDENCE-BASED READING

Title:
The Effectiveness of Mindfulness-Based Interventions for Children and Adolescents with
Attention-Deficit/Hyperactivity Disorder (ADHD)

Research Findings:
Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder
characterized by inattention, hyperactivity, and impulsivity. Children and adolescents with
ADHD often struggle with self-regulation, emotional control, and social interactions.
Mindfulness-based interventions, which involve the cultivation of non-judgmental awareness of
present-moment experiences, have been proposed as a potential treatment for ADHD. This report
aims to review the research on the effectiveness of mindfulness-based interventions for children
and adolescents with ADHD.

A systematic review of randomized controlled trials (RCTs) was conducted. A total of 14 studies
met the inclusion criteria. The results showed that mindfulness-based interventions were
effective in reducing ADHD symptoms and improving self-regulation, attention, and executive
functioning. The studies reported significant improvements in behavioral and emotional
regulation, cognitive control, and social skills. Mindfulness-based interventions also showed
promise in reducing stress and anxiety in children and adolescents with ADHD.

Conclusion:
Mindfulness-based interventions have been shown to be effective in reducing ADHD symptoms
and improving self-regulation, attention, and executive functioning in children and adolescents
with ADHD. The studies suggest that mindfulness-based interventions can significantly improve
behavioral and emotional regulation, cognitive control, and social skills. These interventions
have the potential to be used as a supplement to traditional therapy or as a standalone
intervention.

Analysis:
While mindfulness-based interventions show promise in improving ADHD symptoms and
related outcomes, it is important to note that these interventions should not replace traditional
therapy. The use of mindfulness-based interventions should be tailored to the individual needs of
each child, and clinicians should consider the level of cognitive development and engagement of
the child.

Reference:
van de Weijer-Bergsma, E., Formsma, A. R., de Bruin, E. I., & Bögels, S. M. (2018). The
effectiveness of mindfulness training on behavioral problems and attentional functioning in
adolescents with ADHD: A randomized controlled study. Journal of child psychology and
psychiatry, 59(7), 863-874.