📄 Abstract
The study seeks to assess the effect of technology use on the cognitive and social development of children with Autism Spectrum Disorder (ASD) in some public elementary schools in the Division of Rizal, School Year 2025-2026. It utilized a descriptive quantitative research design and a questionnaire formulated and validated by the researcher for 75 special education (SPED) teachers in some public elementary schools that provide facilities for children with Autism Spectrum Disorder (ASD). The influences of educational, therapeutic, and recreational types of technology content were explored on the cognitive development of ASD and communication, peer interaction, and emotional regulation of children with ASD for their social development. Results show that most of the learners' SDs were identified as male students aged between 8 and 10, who have level 1 autism disorder in terms of y, severity, have an attention span between 10 and 15 minutes and day, and spend 3 to 4 hours per day utilizing or making use of technologies. SPED teachers fully agree on the impact of using technology on the cognitive development of children with ASD, with recreational and therapeutic technology being highly rated compared to educational technology. Likewise, a high number of SPED teachers reported that technology significantly contributes to the social development of children with ASD through communication, Peer interaction, and emotional regulation. A statistically significant difference was found in perceptions of the impact of technology use on cognitive and social development when learners were categorized by age, sex, level of autism severity, attention span, and total screen time. No statistically significant relationship was identified between total screen time, the child's attention span, and autism severity and the total impact of technology use on both cognitive and social development. The results of the study recommend that proper use, screen control, appropriate content, and a therapeutic as well as an educational context should be maintained when allowing technology use as part of the inclusive special education setting and propose a Project TEACH (Total Enhanced Assistive Technology Communication and Happiness).
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📚 How to Cite:
Jennifer G. Sumagaysay, Letecia E. Eludo, PhD , THE ROLE OF TECHNOLOGY USE IN SHAPING SOCIAL AND COGNITIVE DEVELOPMENT AMONG CHILDREN WITH AUTISM SPECTRUM DISORDER , Volume 12 , Issue 7, July 2026, EPRA International Journal of Multidisciplinary Research (IJMR) , Pages: 991 - 1000 ,