Computer-assisted cognitive training in children with developmental disorders: a scoping review of available tools, clinical targets, and evidence gaps

Background – Computerized cognitive training (CCT) is increasingly used in pediatric rehabilitation; however, its application across developmental disorders remains heterogeneous in terms of targets, delivery models, and outcomes. This scoping review aimed to map the currently available CCT tools used in children with developmental disorders and to summarize their main characteristics, clinical targets, and evidence gaps. Methods – We conducted a scoping review in accordance with the PRISMA-ScR framework and registered the protocol on the Open Science Framework (OSF; DOI 10.17605/OSF.IO/9XQ5H). We searched peer-reviewed studies investigating CCT in children with developmental disorders and extracted data on device characteristics, target domains, training modalities, study design, and main findings. Results – Twenty-two studies describing 21 devices were included. Evidence was heterogeneous across diagnoses, intervention architectures, comparators, and outcome measures. The most consistent signal emerged in ADHD, where some programs reported improvements in working memory and selected executive-function outcomes. Evidence in learning-related and intellectual developmental conditions was more variable and device-specific, while the only ASD study identified did not show superiority over mock training. Discussion – CCT appears clinically attractive because of its adaptability, gamified delivery, and potential for home-based use; however, the current evidence base is uneven and does not support broad efficacy claims across developmental disorders. More disorder-specific studies with stronger comparators and ecologically valid outcomes are needed. Systematic Review Registration – https://osf.io/9xq5h, doi: 10.17605/OSF.IO/9XQ5H.