Multidisciplinary Insights into the Use of Digital Interactive Technology for Social Skill Development in Autistic Children: An Archaeological Perspective
Abstract
This study explores the application of digital interactive technology in the development of social skills in autistic children, analyzed from a multidisciplinary archaeological perspective. Initially, the connotation of digital interactive technology is briefly described, followed by an analysis of its importance in providing a safe and controllable environment, meeting individual needs, and forming cross-temporal training advantages for autistic children. Subsequently, challenges in digital interactive training are discussed from the perspectives of technological hierarchy, educational forms, individual development, and social cognition. The research proposes strategies including setting dynamic social training goals, designing multi-level digital training mechanisms, constructing intelligent interactive skill training models, and strengthening home-school cooperation. By drawing on archaeological theories of human-environment interaction, the study delves into the philosophical considerations of digital interactive technology in fostering social skills in autistic children, offering theoretical insights for further research.