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Using this article below provide a general description of the study in paragraph form: Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterized by deficits in social communication and repetitive behaviors. Its prevalence has steadily increased, with the CDC reporting a rise from 1 in 100 children in 2006 to 1 in 44 in the United States by 2021. ASD manifests in a spectrum of symptoms, requiring tailored interventions to address each child’s unique needs. Recent advancements in technology have shown promise in aiding children with ASD, particularly through robotics and socially assistive robots (SARs). This systematic review explores the impact of technology-based interventions on children with ASD, assessing their efficacy in enhancing social skills, communication, and behavior regulation. Methodology: This review followed PRISMA guidelines, screening 46,580 articles across databases such as PubMed, Cochrane, Science Direct, Google Scholar, and PsychInfo. After applying inclusion and exclusion criteria, 254 studies were selected for in-depth review. The review focused on technology-based interventions, including robotics and socially assistive robots, with MeSH terms such as “Technology,” “Artificial Intelligence,” “Autism Spectrum Disorder,” and “ASD.” Results: Technology-based interventions, particularly SARs, demonstrated significant improvements in social interaction, emotional regulation, and communication for children with ASD. Robots such as LEGO Mindstorms and “Kaspar” were effective in enhancing eye contact, cooperation, and emotional recognition. However, results varied depending on the type of technology used, study design, and participant characteristics. Conclusion: While technology-based interventions hold promise for children with ASD, further research is needed to standardize intervention protocols, dosage, and long-term outcomes. These tools offer a non-invasive, scalable solution for enhancing social and cognitive skills, but variability in study designs limits definitive conclusions. Autism spectrum disorder (ASD) is a neurodevelopmental disorder which presents in several different forms including social interactions, speech, stereotypical interests and repetitive compulsive behaviors. The main cause of autism is still unknown however there have been various theories as to why an individual may have autism, including neuroinflammation where some areas of the brain are thought to be inflamed due to deficiency of various micronutrients which provide a cytokine surge that leads to neuroinflammation. It is essential to diagnose ASD using the DSM-5 criteria the main symptoms which appear in the early stages of brain development. Some of the most common symptoms include speech difficulty, cognitive, sensory and motor and emotional functioning and maintaining eye contact. ASD is noted to be a spectrum of symptoms and hence children present with an array of presentations ranging from intelligence to speech and finally sensori-motor difficulties The prevalence of ASD has noted to be rising from 1:100 children in 2006, through to 1: 44 in the United States according to the CDC (2021). The prevalence of the male gender was 4 times higher than the females. ASD children are known to have less social, emotional and physical meltdowns if they adhere to a tightly bound schedule, their response to change if compared to their neurotypical peers is rather negative. Every child with ASD has different abilities, these may not seem obvious at first but some are creative minds who can practice drawing, painting and sewing perfectly, others can take picture perfect memories in photographs, whereas others thrive in culinary arts, yet again there are some who thrive with numbers, scientific facts and individuals with photographic memory. A personalized program is therefore crucial in ensuring that each ASD individual can achieve their maximum potential. In the past decade there has been an overwhelming amount of therapeutic interventions which have designed for children, the most common one includes Applied Behavioral Analysis (ABA), the TEACCH Autism Program, the Picture Exchange Communication System (PECS), Sensory Integration therapy, the SPELL framework (Francis 2005). Technology is one of the fastest growing fields on the planet and has exponentially grown over the past decade. Technology has also been a robust aid for children on the spectrum, it is used in the form of assistive devices, these may act as speech aids also referred to as information and communication technology (ICT), in the form of assistive technology, several children with ASD have noted improvement of skills and communication. Since a computer does not generate emotions, and is relatively stable in communication, it removes emotional transitions associated with humans, and appears to be less intimidating when used as a tool for education. (Robins 2005) Computer technology has branched further to incorporate artificial intelligence, engineering and electronics to form a new field of technology, Robotics. A robot therefore can be simply defined as an automated device with preprogrammed actions, intended to substitute human beings to accomplish a certain task. There are three kinds of robots based on functionality: Service robots, these perform help to people in need Social robots, these robots can engage in communication with the human and have a conversation with gestures and speech Assistive robots, which help people with special needs which is more often motor disabilities. Socially Assistive Robots (SARs) is a new emerging field which helps bridge the gap between the assistance of robotics and the emotional humanoid component, where the robots can exhibit facial expressions to emotional indicators. For children with ASD this provides first and foremost a gauged constant emotion, which helps them familiarize with emotions. Children on the spectrum require an intervention which aids in first understanding social skills and redundancy of stereotypical behaviors. A program set up in form of a toy which helps a child learn to engage in communicative back and forth acclimatizes a child for conversation. As an ASD child practices repetitive functioning, a SAR will engage in the repetition and challenge the frustration that comes with an inherent human-to- human interaction, there is a reduced probability for outbursts and having the SAR can make the individual feel “in- control” of the situation and social interaction. In addition to a safe environment, SARs can be programmed to work on a single task at a time which ensures that learning is focused and simplified for the child. When using robots to engage in one-on -one play, there have been several kinds of SARs that have been suitable, they are deceptively packaged as toys which ensures attractiveness and increased probabilities In engaging in play (Amran 2018). It was noted that a majority of ASD children have a clear preference for robotic toys as opposed to the non-robotic counterparts and that the children respond faster to the robot versus the human (Bekele 2013, 2014).

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