Cognitive and emotion-recognition outcomes of the YOTISMA digital intervention for children with autism spectrum disorder: a quasi-experimental study in Morocco

Abstract

Digital interventions offer structured and individualized learning opportunities for autistic children, yet evidence from North African contexts remains limited. This study examined the contribution of YOTISMA, an adult-mediated tablet-based program, to the development of cognitive skills and emotion recognition among autistic children in Morocco. A quasi-experimental design was adopted, comparing an intervention group receiving YOTISMA training with a group continuing conventional rehabilitation. A researcher-developed measure was administered before and after the intervention, followed by a short-term reassessment of the intervention group.

Non-parametric analyses indicated significant improvements in cognitive and emotion-recognition performance following YOTISMA training. The intervention group also achieved higher posttest scores than the comparison group on both outcomes. No statistically significant decline was observed at follow-up, although this finding does not provide conclusive evidence of sustained effects. The results suggest that YOTISMA may complement conventional rehabilitation by supporting targeted cognitive learning and facial-emotion recognition. However, the small non-randomized sample, non-blinded assessment, and reliance on a researcher-developed measure require cautious interpretation.

Further studies using larger samples, standardized instruments, independent evaluators, and longer follow-up periods are needed.

Key words: autism spectrum disorder; cognitive skills; digital intervention; emotion recognition; Morocco; tablet-based learning; YOTISMA.

Received Date: June 19, 2026

Accepted Date: July 10, 2026

Published Date: August 01, 2026

Available Online at: https://www.ijsrisjournal.com/index.php/ojsfiles/article/view/950