| dc.description.abstract | Autism spectrum disorder (ASD) is characterized by persistent difficulties in communication, language, and social interaction, which requires innovative strategies and resources that promote educational inclusion and personal autonomy. In this context, digital technologies have established themselves as support tools with significant potential for the communicative and linguistic development of people with ASD. The aim of this study was to conduct a systematic review of recent scientific literature on the use of digital applications aimed at developing communication and language in people with ASD. The search was carried out in the Scopus, Google Scholar, and Mendeley databases, covering the period from 2019 to 2024. The methodological criteria of the PRISMA statement were applied, resulting in a total of 61 studies that met the inclusion criteria. The results show that digital applications implemented in educational, family, and community contexts promote linguistic comprehension and expression, increase motivation and active participation, and enhance the functional autonomy of people with ASD. However, limitations were identified related to technological accessibility, specific training for teaching and therapeutic staff, and the scarcity of longitudinal studies assessing the sustained impact of these interventions. In conclusion, this review offers an up-to-date and rigorous synthesis that can guide teachers, therapists, families, and researchers in the selection and use of digital applications as inclusive resources, contributing to the strengthening of communication, social participation, and quality of life for people with ASD. | es |
