During the last two decades, numerous technology-based interventions have been developed to support school inclusion of children with autism spectrum disorders. Whilst these interventions can result in improving targeted behaviors and cognitive processes, their transfer to mainstream school situations remains limited. To overcome such difficulties and by leveraging new technologies, novel interventions have been implemented in mainstream environments (typically school settings). However, the therapeutic effects of such interventions are rarely – and weakly – measured. New experimental designs and evaluation criterion are thus still to be developed. This paper presents a literature review of these interventions. Limitations and new research avenues offered by multidisciplinary approaches are discussed.