The interventions conducted by a robot and a human trainer were both effective in promoting self-initiated questions in children with ASD. No conclusion with regard to the differential effectiveness of both interventions could be drawn. Implications of the results and directions for future research are discussed.

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Providing educational services to children with autism spectrum disorder (ASD) poses a challenge to educators. Although an increasing number of evidence-based practices (EBPs) have been developed for this population (e.g.,