THE USE OF COMPETITIVE AND COOPERATIVE GAMES IN THE CONTEXT OF AUTISM: EVIDENCE IN REVIEW

Abstract

This study aimed to review recent scientific literature on the use of cooperative and competitive games as pedagogical and therapeutic strategies for children and adolescents with Autism Spectrum Disorder (ASD). An exploratory literature review was conducted using publications from 2020 to 2025 indexed in SciELO, PubMed, Google Scholar, and CAPES Periódicos. Findings indicate that cooperative games enhance socialization, empathy, eye contact, and functional communication, fostering safe and inclusive environments. Adapted competitive games, when properly mediated, contribute to emotional resilience, frustration tolerance, and understanding of social rules. Hybrid approaches combining initial cooperation with gradual competition showed promising results in increasing engagement and motivation. Despite positive outcomes, methodological limitations remain, including small sample sizes and a lack of longitudinal and comparative studies. It is concluded that the planned use of games can support social inclusion and socio-emotional development in individuals with ASD; however, more robust research is needed to strengthen evidence and guide future practices.