A Robot-Based Play-Drama Intervention May Improve the Joint Attention and Functional Play Behaviors of Chinese-Speaking Preschoolers with Autism Spectrum Disorder: A Pilot Study

So, Wing-Chee; Cheng, C. C.; Lam, Wwt; Ying, Huang; Ng, Ka-Ching; Tung, Hiu-Ching; Wong, Wing Sze

doi:10.1007/s10803-019-04270-z

Cited by 45 publications

(54 citation statements)

References 69 publications

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“…Another research done by Fachantidis et al concluded that a 3D LEGO robot bicycle model as educational robotics appeared to bring a positive change in the attitude of the typically developing students towards the students with ASD [22]. Similarly, the robot-based play-drama intervention also proved to enhance gestural communication, joint attention, play behaviors, and narrative abilities of children with ASD [23]. However, there is no research available that focuses on the joint attention and command following during a triad human-human communication scenario.…”

Section: Introductionmentioning

confidence: 98%

A Preliminary Study on Effectiveness of a Standardized Multi-Robot Therapy for Improvement in Collaborative Multi-Human Interaction of Children With ASD

et al. 2020

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This research article presents a preliminary longitudinal study to check the improvement in multi-human communication of children with Autism Spectrum Disorder (ASD) using a standardized multirobot therapy. The research is based on a 3 step framework: 1) Human-Human Interaction, Stage-1 (HHI-S1), 2) Human-Robot Interaction, Stage-2 (HRI-S2), and 3) Human-Human Interaction, Stage-3 (HHI-S3). All three stages of the therapy consist of two command sets: 1) Controls commands and 2) Evaluation commands (auditory commands, visual commands, and combination of both). The concept of multiple robots is introduced to help multi-human communication and discourage isolation in ASD children. The joint attention of an ASD child is improved by the robotic therapy in stage 2 considering it as a key parameter for a multi-human communication scenario. The improvement in joint attention results in better command following in a triad multi-human communication scenario in stage 3 as compared to stage 1. The proposed intervention has been tested on 8 ASD subjects with 10 sessions over a period of two and a half months (10 weeks). Each session of human-human interaction (stage 1 and 3) consisted of 14 cues whereas 18 cues were presented by each robot for human-robot interaction (stage 2). The results indicate an overall 86% improvement in the social communication skills of ASD children in case of a multi-human scenario. Validation of results and effectiveness of the therapy has been further accomplished through the use of the Childhood Autism Rating Scale (CARS) score. INDEX TERMS Autism Spectrum Disorder (ASD), Multi-robots, Human-robot interaction, Robotic therapy.

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Section: Introductionmentioning

confidence: 98%

A Preliminary Study on Effectiveness of a Standardized Multi-Robot Therapy for Improvement in Collaborative Multi-Human Interaction of Children With ASD

et al. 2020

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“…Teaching within a play context may increase the likelihood that the learned joint attention skills and play behaviours will be generalized to the natural environment. Recently, So et al deployed social robots to perform three dramas and engage in role-play with high-functioning and verbally proficient pre-schoolers with autism over nine weeks, twice per week [33]. Instead of having human therapists act out the dramas, So et al [33] deployed social robots.…”

Section: Introductionmentioning

confidence: 99%

“…Recently, So et al deployed social robots to perform three dramas and engage in role-play with high-functioning and verbally proficient pre-schoolers with autism over nine weeks, twice per week [33]. Instead of having human therapists act out the dramas, So et al [33] deployed social robots. Social robots have been widely used in therapy for individuals with ASD over the past decade [34][35][36].…”

Section: Introductionmentioning

confidence: 99%

“…The three dramas in So et al's study [33] covered a wide range of topics, ranging from a familiar real-life scenario ("Doctor and Patient") to unrealistic or unfamiliar situations ("Farmer and Butterfly"). IJA and RJA were not directly and explicitly taught in the dramas; rather, they were embedded in the participating children's role-play with the social robots and human experimenters.…”

Section: Introductionmentioning

confidence: 99%

“…Taken together, teaching RJA within robot dramas may stimulate children with autism to learn these abilities. Nevertheless, the robot dramas designed by So et al [33] may not be appropriate for low-functioning children with ASD (IQs 69), whose social and communication impairments are more salient, compared to their high-functioning peers (IQs 70). For one thing, RJA were not explicitly modelled or taught in the robot dramas.…”

Section: Introductionmentioning

confidence: 99%

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Robot dramas may improve joint attention of Chinese-speaking low-functioning children with autism: stepped wedge trials

Cheng

Law

et al. 2020

Disability and Rehabilitation: Assistive Technology

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Introduction: Children with autism spectrum disorder (ASD), especially those with low cognitive functioning, have deficits in joint attention. Previous research has found that these children are interested in engaging with social robots. Purpose:In the present study, we designed a robot drama intervention for promoting responses to joint attention abilities (RJA) of children with low-functioning autism (IQs < 70). Materials and methods: Using a stepped wedge design, Chinese-speaking children aged six to eight were randomly assigned to three tiers (N ¼ 18). Children of all three tiers had comparable autism severity, language and cognitive function, and joint attention abilities. Tier 1 first received intervention, followed by Tiers 2 and 3. They watched six dramas in which social robots demonstrated RJA behaviours. Results: The RJA of children of all tiers improved after intervention and such improvement was maintained over time. Despite initiation of joint attention (IJA) not being explicitly taught, IJA of all children was found to improve after intervention. Conclusions: It was, therefore, concluded that a robot drama could enhance the joint attention of children with low-functioning ASD. ä IMPLICATIONS FOR REHABILITATION In comparison to typically developing children, children with autism spectrum disorder (ASD), especially those with low cognitive functioning, have deficits in joint attention. Robot-based drama intervention program was developed to promote responses to joint attention (RJA) abilities of children with low-functioning autism (IQs < 70). Modelling RJA in robot dramas can promote RJA abilities in these children. An improvement in RJA also yielded an increase in the initiation of joint attention (IJA) abilities. Children with low-functioning autism might be able to extract the initiation of joint attention skills from the drama, even though these behaviours were not explicitly taught.

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Using a social robot for children with autism: A therapist‐robot interactive model

Lin

She

et al. 2022

Computer Animation & Virtual

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Social robots have great potential for the therapy of children with autism spectrum disorder, but the practical use of them is challenging. In this article, we presented a social robot YANG, which can interact with children with autism in their daily training. We propose a therapist-robot interactive (TRI) model, which integrates with the practice of discrete trial training (DTT), a basic method utilized in autism training. To evaluate the TRI model, we implemented the model in YANG and conducted a single-subject experiment in a rehabilitation training center. Data were collected on three children (ages 3-4) and their three therapists as they interacted with YANG in training sessions. Results showed that the children's learning ability significantly improved. YANG formed natural and friendly relationships with the children and delivered substantial support to therapists. Our research brings insight into using social robots for children with autism.

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A Robot-Based Play-Drama Intervention May Improve the Joint Attention and Functional Play Behaviors of Chinese-Speaking Preschoolers with Autism Spectrum Disorder: A Pilot Study

Cited by 45 publications

References 69 publications

A Preliminary Study on Effectiveness of a Standardized Multi-Robot Therapy for Improvement in Collaborative Multi-Human Interaction of Children With ASD

A Preliminary Study on Effectiveness of a Standardized Multi-Robot Therapy for Improvement in Collaborative Multi-Human Interaction of Children With ASD

Robot dramas may improve joint attention of Chinese-speaking low-functioning children with autism: stepped wedge trials

Using a social robot for children with autism: A therapist‐robot interactive model

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