Occupational therapists using technology-based interventions for training cognitive functions in children with developmental disabilities: A scoping review

This review aims to scope literature on how occupational therapists are using technology-based interventions for cognitive outcomes in children with developmental disabilities. The Joanna Briggs Institution methodology guided the design of this scoping review. A search for published literature was conducted on seven databases. Additionally, unpublished sources like conference proceedings, reference lists and gray literature sources were searched between 2011 and 2025. Papers were included if they investigated occupational therapists using technology-based interventions for cognitive function in children with developmental disabilities and were in English. Twelve studies were included in the review, five were Level 1 evidence, five were Level 2 evidence, two were Level 3 evidence and one was Level 5. Technologies used included virtual reality, computer-based training, virtual environments, exergame and tablet games. Executive functions and visual perceptual skills were commonly addressed skills. Nine studies reported improvement in cognitive function assessed through standardized and non-standardized measures. Few discussed aspects of feasibility, cost-effectiveness, and accessibility. Overall, evidence supports the use of technology-based interventions for cognitive function as a feasible adjunct to traditional practice. Individual factors like age, diagnosis and outcomes should be considered while implementing these interventions. Further research is required to determine improvement in participation-based outcomes, long-term effects on cognitive development and intensity of intervention required to yield significant improvement.