Effects of Dopamine-Enhancing Activities on JHS Students with ASD: A Scoping Review

Paul Anthony B. Mendoza and Roma A. Delos Reyes
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Paul Anthony B. Mendoza: Bulacan State University
Roma A. Delos Reyes: City of Malolos Bulacan

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 3, 3017-3024

Abstract: This scoping review looks at two different phenomena: the role of autism and dopamine-enhancing activities on the processes of speech learning and acquiring a new language for junior high school students with Autism Spectrum Disorder (ASD). It analyzes the effects of physical activities, game-like interactions, and musical activities on speech sound production, vocabulary acquisition, and social interaction. The results support the hypothesis that dopamine stimulation enhances engagement, focus, and memory retention, which highlights its relevance in language learning interventions. This review also explores real-world classroom applications of these activities, ethical considerations of genetic profiling, and socio-economic barriers to implementation. Also, it emphasizes the need for longitudinal studies to assess the sustained impact of these interventions on ASD students’ cognitive and social development. It documented technological innovations and genome-wide association studies in personalized education, pinpointing the study design’s weaknesses and lack of external validity. Studies to come should focus more on addressing the ASD educational problem with longitudinal studies and interdisciplinary approaches.

Date: 2025
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