Table 2.

Main characteristics of the included studies

Author, year	Study design	Sample, country	Participants	Intervention/comparator	Evaluation	Study outcomes
Josman et al. (2008)	Pilot	12, Israel Loss of follow-up n = 0	IG: 3 boys and 1 girl with ASD CG: 5 boys and 1 girl with TD Age: 8–16 years	Street-crossing desktop virtual environment/ Street-crossing desktop virtual environment	Pre- and post- evaluation	Pedestrian behavior and safety when crossing the street assessed with the PSS
Cosper et al. (2009)	Quasi	12, United States Loss of follow-up n = 0	10 boys and 2 girls with ASD and ADHD or CDD Age: 6–13 years	Computer-based noninvasive technology (Interactive Metronome)/NA	Pre- and post- evaluation	Motor control and coordination assessed with the BOT-2 Brief Sustained attention assessed with the GDS
Lo et al. (2009)	Pilot	3, Taiwan Loss of follow-up n = 0	3 boys with ASD and 1 UND Age: 4–7 years	Interactive game: Racing Game Playful Tray and Interactive game: Playful Toothbrush/NA	Pre- and post- evaluation	Duration of meals and mealtime behavior assessed with video recordings Efficiency and number of brushings assessed with a plaque-revealing dye and video recordings
Gentry et al. (2010)	Quasi	22, United States Loss of follow-up n = 0	18 boys and 4 girls with ASD Age: 14–18 years	Training intervention in the use of a PDA as a task management tool/NA	Pre- and post-evaluation	Occupational performance assessed with the COPM PDA use assessed with the FATCAT
Wuang et al. (2010)	Quasi	60, Taiwan Loss of follow-up n = 11	47 boys and 13 girls with ASD Age: 6–10 years	Simulated Developmental Horse-Riding Program + OT/OT	Pre-, 22-week and post- evaluation	Motor function assessed with the BOT-2 Sensory integration assessed with the TSIF
Palsbo and Hood-Szivek (2012)	Pilot	18, United States Loss of follow-up n = 2	14 boys and 4 girls with ASD, ADHD, PDD, ID, APD or UN Age: 5–11 years	Robotic-guided three-dimensional repetitive fine motion training/NA	Pre- and post- evaluation	Motor control assessed with the VMI Handwriting skills assessed with the THS–R, the Print Tool and the ETCH
Lee et al. (2013)	nRCT	2, United States Loss of follow-up n = 0	2 boys with ASD Age: 4–5 years	Computer-based intervention program for enhancing visual perceptual skills/NA	Pre- and post-evaluation	Visual perception assessed with the DTVP-2
Janeslätt et al. (2014)	RCT	47, Sweden Loss of follow-up n = 10	25 boys and 12 girls with ADHD, ASD, CP, ID or SB Age: 6–11 years	Compensatory intervention based on the use of time management aids/ Usual therapy + Compensatory intervention based on the use of time management aids	Pre- and post-evaluation	Time management skills assessed with the KaTid-Child and the Time-Parent scale
Lorah et al. (2014)	Case	3, United States Loss of follow-up n = 0	2 boys and 1 girl with ASD and CH Age: 4–6 years	Use of the iPad™ and application Proloqu2Go as a speech generating device/NA	Pre- and post-evaluation	Speech generation and sentence discrimination assessed with the Proloquo2Go trial scores
Campbell et al. (2015)	nRCT	3, United States Loss of follow-up n = 0	2 boys and 1 girl with ASD Age: 17–19 years	Video modeling on a handheld device to teach hand washing (Sylvania HD Video Mp4 Player)/NA	Pre- and post-evaluation	Occupational performance assessed with a video task analysis
Chen et al. (2015)	Case	3, Taiwan Loss of follow-up n = 0	3 adolescents with ASD (sex NS) Age:10–13 years	Augmented reality technology/NA	Pre- and post- evaluation	Emotion recognition assessed with video stories questions
Meister and Salls (2015)	Pilot	9, United States Loss of follow-up n = 0	8 boys y 1 girl with ASD Age: 7.5–13.5 years	Point-of-view video modeling as an intervention strategy to improve self-help skills using iPad/NA	Pre- and post- evaluation	ADLs assessed with the COSA
Gal et al. (2016)	Quasi	14, Israel Loss of follow-up n = 0	14 boys with ASD Age: 8–12 years	StoryTable application implemented through the Diamond Touch multitouch tabletop/NA	Pre- and post- evaluation and 3-week follow up	Social interaction assessed with the FOS
Henning et al. (2016)	Pilot	10, Australia Loss of follow-up n = 0	5 boys with ASD and 3 boys and 2 girls with TD Age: 4–11 years	Play-based intervention, including therapists, peers, parents and video modeling/NA	Pre- and post- evaluation and 2-month follow-up	Play skills assessed with the ToP Social and behavioral problems assessed with the CCBRS-P
Ikuta et al. (2016)	Pilot	21, Japan Loss of follow-up n = 0	16 boys and 5 girls with ASD Age: 4–16 years	Control period followed by Earmuffs and finally Headphones/Control period followed by Headphones and finally Earmuffs	Pre- and post- evaluation	Effectiveness of the intervention assessed with the GAS
Lee et al. (2016)	Quasi	6, Taiwan Loss of follow-up n = 0	4 boys and 2 girls with ASD Age: 12–15 years	Applied Cliplets‑based half‑dynamic videos as intervention/NA	Pre- and post- evaluation and 1-month follow-up	Emotion recognition assessed with the analysis of facial expressions on video
Hatfield et al. (2017)	nRCT	94, Australia Loss of follow-up n = 6	IG: 39 boys and 10 girls with ASD CG: 33 boys and 12 girls with ASD Age: 12–18 years	Better Outcomes & Successful Transitions for Autism (BOOST-A™): online/NA transition planning program/Regular transition planning practice	Pre- and post- evaluation	Self-Determination assesses with the AIR
Hochhauser et al. (2018)	RCT	61, Israel Loss of follow-up n = 10	IG: 32 boys and 4 girls with ASD CG: 2 girls and 23 boys with ASD Age: 12–18 years	Computer application that uses video modeling and video self-modeling: CONTACT/No intervention	Pre- and post- evaluation and 1-month follow-up	Negotiation attitudes and behaviors assessed with the FFNS Conflict management assessed with The ConflicTalk questionnaire
Lamash and Josman (2021)	nRCT	56, Israel Loss of follow-up n = 0	IG: 29 boys and 4 girls with ASD CG: 17 boys and 6 girls with ASD Age: 11–19 years	Virtual supermarket (VAPs) + metacognitive intervention/Standard intervention to promote shopping	Pre- and post- evaluation	Cognitive functions assessed with the WebNeuro® software Shopping in the community assessed with the TOGSS
Parsons et al. (2019)	RCT	59, Australia Loss of follow-up n = 12	IG: 25 boys and 5 girls with ASD CG: 23 boys and 6 girls with ASD Age: 2–6 years	iPad application: The Therapeutic Outcomes by You application (TOBY app)/Usual therapy and iPad without the TOBY app installed	Pre- and post- evaluation and 6-month follow-up	Cognitive function assessed with the MSEL Social imitation assessed with the CSBS

ADHD attention deficit hyperactivity disorder, AIR Self-Determination Scale, APD auditory processing disorder, ASD autism spectrum disorder, BOT-2 brief Bruininks–Oseretsky test of motor proficiency-short version, Case case series, CCBRS-P Conners’ Comprehensive Behaviour Rating Scales–parent, CDD developmental coordination disorder, CG control group, CH cerebellar hypoplasia, COPM Canadian occupational performance measure, COSA child occupational self-assessment, CP cerebral palsy, CSBS Communication and Symbolic Behavior Scales, DTVP-2 developmental test of visual-perceptual skills-2, ETCH evaluation tool of children’s handwriting, FATCAT functional assessment tool for cognitive assistive technology, FFNS Five Factor Negotiation Scale, FOS Friendship Observation Scale, GAS Goal Attainment Scaling, GDS gordon diagnostic system, ID intellectual disability, IG intervention group, KaTid-Child Kit for assessing time-processing ability in children, MSEL Mullen Scales of early learning, NA not applicable, nRCT non-randomized controlled trial, NS not stated, PDA personal digital assistant, PDD pervasive developmental disorder, PSS Pedestrian Safety Scale, Pilot pilot study, Quasi quasi-experimental study, RCT randomized controlled trial, SB spina bifida, TD typical development, THS–R test of handwriting skills–revised, TOGSS test of grocery shopping skills, ToP test of playfulness, TSIF test of sensory integration function, UN undiagnosed, VMI Beery–Buktenica developmental test of visual–motor integration