This study proposes a structured multicriteria approach to assist professionals in the selection of appropriate computing platforms for children diagnosed with Autism Spectrum Disorder, particularly those between 4 and 6 years of age. Recognizing the learning limitations and reduced attention span typical of this group, the study addresses a gap in the current selection process, which is often based on professional experience rather than objective and measurable criteria. A Systematic Literature Review (SLR), protocol analysis, and problem-structuring methods identified essential evaluation criteria that incorporated key dimensions of development and behavior. These include personalization and adaptation, interactivity and engagement, monitoring and feedback, communication and language, cognitive and social development, usability and accessibility, and security and privacy. Based on these dimensions, a multicriteria method was applied to rank the alternatives represented by the technologies in question. The proposed framework enables a rigorous and axiomatic comparison of platforms based on structured criteria aligned with established intervention protocols, such as ABA, DIR/Floortime, JASPER, and SCERTS. The results validate the model’s effectiveness in highlighting the most appropriate technological tools for this audience. Although the scope is limited to children aged 4 to 6 years, the proposed methodology can be adapted for use with broader age groups. This work contributes to inclusive education by providing a replicable, justifiable framework for selecting digital learning tools that may influence clinical recommendations and family engagement.
Costa et al. (Sun,) studied this question.