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Brain Sciences
Volume 16
Issue 1
10.3390/brainsci16010056
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Systematic Review

Application of Artificial Intelligence Tools for Social and Psychological Enhancement of Students with Autism Spectrum Disorder: A Systematic Review

by
Angeliki Tsapanou
1,2,3,
Anastasia Bouka
2,
Angeliki Papadopoulou
2,
Christina Vamvatsikou
2,
Dionisia Mikrouli
2,
Eirini Theofila
2,
Kassandra Dionysopoulou
2,
Konstantina Kortseli
2,
Panagiota Lytaki
2,
Theoni Myrto Spyridonidi
2 and
Panagiotis Plotas
1,2,3,*
1
Department of Speech Therapy, University of Patras, 26504 Patras, Greece
2
Postgraduate Program in Health Education, University of Patras, 26504 Patras, Greece
3
Primary Healthcare Laboratory, School of Health Rehabilitation Sciences, University of Patras, 26504 Patras, Greece
*
Author to whom correspondence should be addressed.
Brain Sci. 2026, 16(1), 56; https://doi.org/10.3390/brainsci16010056 (registering DOI)
Submission received: 24 November 2025 / Revised: 12 December 2025 / Accepted: 24 December 2025 / Published: 30 December 2025
(This article belongs to the Collection Editorial Board Members’ Collection Series: Autism Spectrum Conditions from Childhood to Adulthood—Current Situation and Prospects)
Versions Notes

Abstract

Background: Children with autism spectrum disorder (ASD) commonly experience persistent difficulties in social communication, emotional regulation, and social engagement. In recent years, artificial intelligence (AI)-based technologies, particularly socially assistive robots and intelligent sensing systems, have been explored as complementary tools to support psychosocial interventions in this population. Objective: This systematic review aimed to critically evaluate recent evidence on the effectiveness of AI-based interventions in improving social, emotional, and cognitive functioning in children with ASD. Methods: A systematic literature search was conducted in PubMed following PRISMA guidelines, targeting English-language studies published between 2020 and 2025. Eligible studies involved children with ASD and implemented AI-driven tools within therapeutic or educational settings. Eight studies met inclusion criteria and were analyzed using the PICO framework. Results: The reviewed interventions included humanoid and non-humanoid robots, gaze-tracking systems, and theory of mind-oriented applications. Across studies, AI-based interventions were associated with improvements in joint attention, social communication and reciprocity, emotion recognition and regulation, theory of mind, and task engagement. Outcomes were assessed using standardized behavioral measures, observational coding, parent or therapist reports, and physiological or sensor-based indices. However, the studies were characterized by small and heterogeneous samples, short intervention durations, and variability in outcome measures. Conclusions: Current evidence suggests that AI-based systems may serve as valuable adjuncts to conventional interventions for children with ASD, particularly for supporting structured social and emotional skill development. Nonetheless, methodological limitations and limited long-term data underscore the need for larger, multi-site trials with standardized protocols to better establish efficacy, generalizability, and ethical integration into clinical practice.
Keywords: children; autism spectrum disorder; social skills; AI tools; interaction; generative artificial intelligent children; autism spectrum disorder; social skills; AI tools; interaction; generative artificial intelligent

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MDPI and ACS Style

Tsapanou, A.; Bouka, A.; Papadopoulou, A.; Vamvatsikou, C.; Mikrouli, D.; Theofila, E.; Dionysopoulou, K.; Kortseli, K.; Lytaki, P.; Spyridonidi, T.M.; et al. Application of Artificial Intelligence Tools for Social and Psychological Enhancement of Students with Autism Spectrum Disorder: A Systematic Review. Brain Sci. 2026, 16, 56. https://doi.org/10.3390/brainsci16010056

AMA Style

Tsapanou A, Bouka A, Papadopoulou A, Vamvatsikou C, Mikrouli D, Theofila E, Dionysopoulou K, Kortseli K, Lytaki P, Spyridonidi TM, et al. Application of Artificial Intelligence Tools for Social and Psychological Enhancement of Students with Autism Spectrum Disorder: A Systematic Review. Brain Sciences. 2026; 16(1):56. https://doi.org/10.3390/brainsci16010056

Chicago/Turabian Style

Tsapanou, Angeliki, Anastasia Bouka, Angeliki Papadopoulou, Christina Vamvatsikou, Dionisia Mikrouli, Eirini Theofila, Kassandra Dionysopoulou, Konstantina Kortseli, Panagiota Lytaki, Theoni Myrto Spyridonidi, and et al. 2026. "Application of Artificial Intelligence Tools for Social and Psychological Enhancement of Students with Autism Spectrum Disorder: A Systematic Review" Brain Sciences 16, no. 1: 56. https://doi.org/10.3390/brainsci16010056

APA Style

Tsapanou, A., Bouka, A., Papadopoulou, A., Vamvatsikou, C., Mikrouli, D., Theofila, E., Dionysopoulou, K., Kortseli, K., Lytaki, P., Spyridonidi, T. M., & Plotas, P. (2026). Application of Artificial Intelligence Tools for Social and Psychological Enhancement of Students with Autism Spectrum Disorder: A Systematic Review. Brain Sciences, 16(1), 56. https://doi.org/10.3390/brainsci16010056

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