Comparing the gaze responses of children with autism and typically developed individuals in human-robot interaction

Mavadati, S. Mohammad; Feng, Huanghao; Gutierrez, Anibal; Mahoor, Mohammad H.

doi:10.1109/humanoids.2014.7041510

Cited by 20 publications

(13 citation statements)

References 20 publications

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“…Since it is recognized that many children with ASD show a collective interest toward technology and robotics sophsilver94@gmail.com [6] [7], various Socially Assistive Robots (SAR) have been specifically developed to target facial expression recognition improvement in children with ASD. Since there is no general consensus for what the appearance of a robot dedicated for Autism therapy should look like, researchers have developed robots with a wide degree of anthropomorphic realism and facial complexity with reported success in engaging children with Autism [8].…”

Section: Introductionmentioning

confidence: 99%

An emotion recognition comparative study of autistic and typically-developing children using the zeno robot

Salvador

Silver

Mahoor

2015

2015 IEEE International Conference on Robotics and Automation (ICRA)

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In this paper we present the results of our recent study on comparing the emotion expression recognition abilities of children diagnosed with high functioning Autism (ASD) with those of typically developing (TD) children through use of a humanoid robot, Zeno. In our study we investigated the effect of incorporating gestures to the emotion expression prediction accuracy of both child groups. Although the idea that ASD individuals suffer from general emotion recognition deficits is widely assumed [1], we found no significant impairment in the general emotion prediction. However, a specific deficit in correctly identifying Fear was found for children with Autism when compared to the TD children. Furthermore, we found that gestures can significantly impact the prediction accuracy of both ASD and TD children in a negative or positive manner depending on the specific expression. Thus, the use of gestures for conveying emotional expressions by a humanoid robot in a social skill therapy setting is relevant. The methodology and experimental protocol are presented and additional discussion of the Zeno R-50 robot used is given.

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Section: Introductionmentioning

confidence: 99%

An emotion recognition comparative study of autistic and typically-developing children using the zeno robot

Salvador

Silver

Mahoor

2015

2015 IEEE International Conference on Robotics and Automation (ICRA)

Self Cite

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“…Despite recent progresses made, such as motion and eye tracking [89][90][91], in social robotic research, the Wizard of Oz scheme remains the dominant approach to give an illusion that the robot can capture and understand the participant input/response and react/adapt properly while in fact the expression and motion of the robot is controlled, and the user input is captured by a therapist and/or technician.…”

Section: Social Robotsmentioning

confidence: 99%

Technology-Facilitated Diagnosis and Treatment of Individuals with Autism Spectrum Disorder: An Engineering Perspective

Liu

Zhao

et al. 2017

Applied Sciences

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Abstract:The rapid development of computer and robotic technologies in the last decade is giving hope to perform earlier and more accurate diagnoses of the Autism Spectrum Disorder (ASD), and more effective, consistent, and cost-conscious treatment. Besides the reduced cost, the main benefit of using technology to facilitate treatment is that stimuli produced during each session of the treatment can be controlled, which not only guarantees consistency across different sessions, but also makes it possible to focus on a single phenomenon, which is difficult even for a trained professional to perform, and deliver the stimuli according to the treatment plan. In this article, we provide a comprehensive review of research on recent technology-facilitated diagnosis and treat of children and adults with ASD. Different from existing reviews on this topic, which predominantly concern clinical issues, we focus on the engineering perspective of autism studies. All technology facilitated systems used for autism studies can be modeled as human machine interactive systems where one or more participants would constitute as the human component, and a computer-based or a robotic-based system would be the machine component. Based on this model, we organize our review with the following questions: (1) What are presented to the participants in the studies and how are the content and delivery methods enabled by technologies? (2) How are the reactions/inputs collected from the participants in response to the stimuli in the studies? (3) Are the experimental procedure and programs presented to participants dynamically adjustable based on the responses from the participants, and if so, how? and (4) How are the programs assessed?

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“…trying to improve eye contact, social and cognitive skills of children with ASD, etc.) is increasing [19][20][21][22].…”

Section: -Introductionmentioning

confidence: 99%

“…trying to improve eye contact, social and cognitive skills of children with ASD, etc.) is increasing [19][20][21][22].This paper intends to combine the potentials of music education/therapy and robotic technology in autism research. To the best of our knowledge, utilizing a humanoid robot to systematically teach music to children with autism has not received wide attention [19,[23][24][25].…”

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confidence: 99%

Teaching Music to Children with Autism: A Social Robotics Challenge

Taheri¹,

Meghdari²,

Alemi³

et al. 2017

Scientia Iranica

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Abstract-Utilizing a humanoid social robot to systematically teach music to children with autism has not received wide attention to date. In this study, a novel robot-assisted music-based scenario has been designed in order to: 1) teach fundamentals of music via a xylophone-/drum-player robot as a teacher assistant, and 2) improve social/cognitive skills through active music games in children with autism. The educational-therapeutic interventions were conducted in an elevensession case study program on three high-functioning and one low-functioning children with autism taking into consideration the children's, parents', and therapists' experience during the program. The results indicated that as a tool and facilitator, the NAO robot does have the ability to teach musical notes/rhythms to the participants with high-functioning autism. It was also observed that the severity of the participants' autism as well as the stress of the parents decreased somewhat during these sessions. Furthermore, noticeable improvements were seen in social/cognitive skills of all four participants; as well as the positive effect of this program on fine motor imitation skills of two subjects after the interventions. The progress reported from this preliminary exploratory study confirmed the potential benefits of using social robots and intelligent technologies as a facilitator in music-teaching and cognitive-rehabilitation. 1-IntroductionMusic has the power to influence humans and in particular children's emotions, moods, and feelings. Teaching music can help develop new or improve existing social, verbal/non-verbal communication skills in children [1][2][3]. Children who receive regular music education may have better movement, math and reading skills in comparison to their peers [4].Children with autism may have stereotyped behaviors and limited communication skills [5]. Music could be an effective way to involve them in rhythmic/non-verbal communication [1]. Nowadays, at least 12% of all treatment of ASD 1 s consist of music-based therapies [6].Music has often been used in therapeutic sessions with children with mental and behavioral disabilities [7]. There is ample evidence that shows either playing music during therapy sessions or teaching music to children with autism can significantly increase the impact of therapy sessions [8,9]. These studies have inspired researchers to use embodied music-based approaches to facilitate multisystem development of children [6]. In such studies or therapy sessions, an instrument is either played by a human or recorded music is played back in individual/group interventions [6,10]. Kalas [11], and Kim, Wigram, & Gold [2] showed improvement in joint attention, turn taking and eye contact of children with autism in (active) musicmaking interventions. Some studies have reported an acceptable decrease in stereotyped behaviors and self-injuries in ASDs after running music-based interventions [12,13]. Music therapy interventions have also been used to increase social [14,15] and emotional [16] skills...

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Comparing the gaze responses of children with autism and typically developed individuals in human-robot interaction

Cited by 20 publications

References 20 publications

An emotion recognition comparative study of autistic and typically-developing children using the zeno robot

An emotion recognition comparative study of autistic and typically-developing children using the zeno robot

Technology-Facilitated Diagnosis and Treatment of Individuals with Autism Spectrum Disorder: An Engineering Perspective

Teaching Music to Children with Autism: A Social Robotics Challenge

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