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Using this article who were the participants, describe the intervention, results, and general findings and implications: Materials and Methods- The Preferred Reporting Items for Systematic Reviews (PRISMA 2020) guidelines were utilized to maintain transparency in the review process. All duplicate articles were truncated using EndNote, where the abstracts were reviewed after the titles were screened individually. This included a systematic search across Pubmed, Cochrane, Google Scholar, Science Direct and PsychInfo. MeSH terms and combinations were limited to “Technology” OR “Artificial intelligence” OR “AI” AND “Autism spectrum” OR “autism spectrum disorder” OR “ASD” OR “autism”. A total of 46,580 were screened which after the inclusion and exclusion criteria were applied they were finalized to 254 finalized documents. Inclusion Criteria • Articles published in peer-reviewed journals between 2009 and 2021 • Studies involving participants aged 2 to 18 years diagnosed with Autism Spectrum Disorder • Studies that assessed cognitive, social, or emotional outcomes in children with ASD using technology-based interventions • Full-text articles available in English Exclusion Criteria • Studies involving participants older than 18 years or younger than 2 years • Studies that focused on non-human trials or animal models • Studies that did not provide access to the full text or were published in languages other than English • Conference abstracts, meta-analyses, and systematic reviews without original data After applying these criteria, 254 articles were selected for full-text review. A further 43 articles were excluded due to insufficient data or lack of relevance, leaving 211 articles for detailed analysis. Among these, 11 studies met the final inclusion criteria, focusing specifically on technology-based interventions for children with ASD Results- The studies reviewed highlighted the potential of technology-based interventions, particularly socially assistive robots (SARs), to improve social communication, emotional regulation, and cognitive development in children with ASD. The interventions varied in duration, ranging from a few weeks to one year, and employed different types of technology, including robotic toys, virtual reality systems, and interactive computer programs. SARs were the most commonly studied technology, with robots such as “Kaspar” and LEGO Mindstorms showing significant promise in enhancing social interaction and reducing anxiety in children with ASD. Key Findings: 1. Social Interaction: SARs were particularly effective in improving eye contact, emotional recognition, and turn-taking in children with ASD. Robots with human-like facial features, such as “Kaspar,” facilitated social engagement by providing predictable emotional cues. Studies showed that children were more likely to initiate social interactions with the robot than with human therapists, suggesting that the consistency and predictability of robotic interactions reduce anxiety and promote learning [5]. 2. Emotional Regulation: Several studies demonstrated that SARs could help children with ASD regulate their emotions by providing structured interactions and feedback. For example, the robot “Kaspar” was programmed to respond to the child’s emotions with specific facial expressions, helping the child recognize and understand emotional cues. This interaction not only improved emotional regulation but also reduced behavioral outbursts during therapy sessions [6]. 3. Cognitive Development: Cognitive skills, including memory, attention, and problem-solving, were also enhanced through the use of technology-based interventions. LEGO Mindstorms, a robotics kit that allows children to build and program robots, was found to improve cooperative play and problem-solving skills Conclusion- Technology-based interventions, particularly socially assistive robots (SARs), have shown significant potential in improving the social communication, emotional regulation, and cognitive development of children with Autism Spectrum Disorder. SARs provide a structured, predictable environment that allows children to practice social skills without the emotional complexity of human interactions. The consistency of robotic interactions helps children with ASD navigate social cues and develop critical communication skills. However, the variability in study designs and intervention types limits the generalizability of the findings. Future research should focus on standardizing intervention protocols, including the dosage and duration of SAR-based therapies. Larger, more comprehensive studies are also needed to assess the long-term impact of these interventions on cognitive and social outcomes in children with ASD. Despite these challenges, the current evidence supports the integration of technology-based interventions into therapeutic programs for children with ASD. These interventions offer a non-invasive, scalable solution for enhancing social and cognitive skills, and with further research, they have the potential to become a key component of ASD treatment

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