The potential of technology in measuring the development of social skills in children with ASD: an analysis from physiological parameters

The pedagogical use of technology is a reality and it is encouraging a major change in educational care for children with special educational needs. However, few studies have focused on how to verify the impact of these tools on the interventions that are carried out. In this sense, and in order to evaluate through wearables the actual changes that take place when intervening in the field of social skills in children with ASD and verify the didactic potential of the technological devices, a mixed-design research based on the case study method is proposed. The sample is made up of four students with ASD. Data collection has been carried out, on the one hand, through systematic observation of behaviours during the intervention sessions, and on the other hand, by measuring physiological parameters (heart rate and electrodermal activity) through a wearable -Empatica E4-. Those factors have then been associated with the emotional states of children. The results show an increase in heart rate and variations in electrodermal activity in situations of misunderstanding and waiting for turns. A calmer state (decreased heart rate) is observed in moments of fixation of attention on the technological device. Likewise, there is a decrease in non-social behaviours such as stereotypies or lost gaze and an increase in social behaviours. Specifically, there are significant increases in joint attention and eye contact.