Educational Interventions for Autism Spectrum Disorder: Past, Present, and Future Perspectives

Kaylee Zhao; Frank Fan

doi:10.23958/ijirms/vol10-i12/2145

Abstract

Autism Spectrum Disorder (ASD) is a developmental condition that presents persistent challenges for education. Improved diagnostic practices and growing awareness have contributed to a rising prevalence, increasing the demand for inclusive and evidence-based educational strategies. Intervention approaches have progressed from structured behavioral models toward developmental frameworks, and more recently, toward technology-enhanced systems that integrate artificial intelligence, virtual reality, robotics, and neurofeedback. These evolving methods have demonstrated varying levels of effectiveness in supporting learning, social communication, and adaptive functioning, yet each retains notable limitations. To address these gaps, an AI-driven personalized adaptive intervention framework is proposed to provide individualized, scalable, and accessible educational support for learners with ASD across diverse contexts.

Keywords

Autism Spectrum DisorderPersonalized Educational InterventionsArtificial Intelligence

References

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[refR-1] Autism Spectrum Disorder - National Institute of Mental Health (NIMH). https://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-asd.Google Scholar ↗

[refR-2] Lindsay, S., Proulx, M., Thomson, N. & Scott, H. Educators’ Challenges of Including Children with Autism Spectrum Disorder in Mainstream Classrooms. Int. J. Disabil. Dev. Educ. 60, 347–362 (2013).Google Scholar ↗

[refR-3] Jaffal, A. & Mohammed. Barriers general education teachers face regarding the inclusion of students with autism. Front. Psychol. 13, (2022).Google Scholar ↗

[refR-4] Ning, M. et al. Identification and Quantification of Gaps in Access to Autism Resources in the United States: An Infodemiological Study. J. Med. Internet Res. 21, e13094 (2019).Google Scholar ↗

[refR-5] Hirota, T. & King, B. H. Autism Spectrum Disorder: A Review. JAMA 329, 157–168 (2023).Google Scholar ↗

[refR-6] Giselle. Public Policy. Autism Society https://autismsociety.org/resources/public-policy/.Google Scholar ↗

[refR-7] CDC. Data and Statistics on Autism Spectrum Disorder. Autism Spectrum Disorder (ASD) https://www.cdc.gov/autism/data-research/index.html (2025).Google Scholar ↗

[refR-8] Shaw, K. A. Prevalence and Early Identification of Autism Spectrum Disorder Among Children Aged 4 and 8 Years — Autism and Developmental Disabilities Monitoring Network, 16 Sites, United States, 2022. MMWR Surveill. Summ. 74, (2025).Google Scholar ↗

[refR-9] Williams, J. G., Higgins, J. P. T. & Brayne, C. E. G. Systematic review of prevalence studies of autism spectrum disorders. Arch. Dis. Child. 91, 8–15 (2006).Google Scholar ↗

[refR-10] Salari, N. et al. The global prevalence of autism spectrum disorder: a comprehensive systematic review and meta-analysis. Ital. J. Pediatr. 48, 112 (2022).Google Scholar ↗

[refR-11] Lovaas, O. I. Behavioral treatment and normal educational and intellectual functioning in young autistic children. J. Consult. Clin. Psychol. 55, 3–9 (1987).Google Scholar ↗

[refR-12] Schopler, E., Mesibov, G. B. & Hearsey, K. Structured Teaching in the TEACCH System. in Learning and Cognition in Autism (eds Schopler, E. & Mesibov, G. B.) 243–268 (Springer US, Boston, MA, 1995). doi:10.1007/978-1-4899-1286-2_13.DOI ↗Google Scholar ↗

[refR-13] Prizant, B. M., Wetherby, A. M., Rubin, E., Laurent, A. C. & Rydell, P. J. The SCERTS Model: A Comprehensive Educational Approach for Children with Autism Spectrum Disorders, Vol. 1. x, 334 (Paul H. Brookes Publishing Co., Baltimore, MD, US, 2006).Google Scholar ↗

[refR-14] Kaiser, A. P., Hancock, T. B. & Nietfeld, J. P. The Effects of Parent-Implemented Enhanced Milieu Teaching on the Social Communication of Children Who Have Autism. Early Educ. Dev. 11, 423–46 (2000).Google Scholar ↗

[refR-15] Dawson, G. et al. Randomized, Controlled Trial of an Intervention for Toddlers with Autism: The Early Start Denver Model. Pediatrics 125, e17–e23 (2010).Google Scholar ↗

[refR-16] Odom, S. L. et al. Technology-Aided Interventions and Instruction for Adolescents with Autism Spectrum Disorder. J. Autism Dev. Disord. 45, 3805–3819 (2015).Google Scholar ↗

[refR-17] Yun, S.-S., Choi, J., Park, S.-K., Bong, G.-Y. & Yoo, H. Social skills training for children with autism spectrum disorder using a robotic behavioral intervention system. Autism Res. Off. J. Int. Soc. Autism Res. 10, 1306–1323 (2017).Google Scholar ↗

[refR-18] Lyu, Y. et al. Eggly: Designing Mobile Augmented Reality Neurofeedback Training Games for Children with Autism Spectrum Disorder. Proc. ACM Interact. Mob. Wearable Ubiquitous Technol. 7, 1–29 (2023).Google Scholar ↗

[refR-19] Zhang, M., Ding, H., Naumceska, M. & Zhang, Y. Virtual Reality Technology as an Educational and Intervention Tool for Children with Autism Spectrum Disorder: Current Perspectives and Future Directions. Behav. Sci. Basel Switz. 12, 138 (2022).Google Scholar ↗

[refR-20] (PDF) Piloting an adaptive skills virtual reality intervention for adults with autism: Findings from user-centered formative design and evaluation. https://www.researchgate.net/publication/351819594_Piloting_an_adaptive_skills_virtual_reality_intervention_for_adults_with_autism_Findings_from_user-centered_formative_design_and_evaluation.Google Scholar ↗

[refR-21] Fang, M., Abdallah, A. K. & Vorfolomeyeva, O. Collaborative AI-enhanced digital mind-mapping as a tool for stimulating creative thinking in inclusive education for students with neurodevelopmental disorders. BMC Psychol. 12, 488 (2024).Google Scholar ↗