Promoting question-asking in school-aged children with autism spectrum disorders: Effectiveness of a robot intervention compared to a human-trainer intervention

Huskens, B.E.B.M.; Verschuur, Rianne; Gillesen, Jcc Jan; Didden, Robert; Barakova, Emilia

doi:10.3109/17518423.2012.739212

Cited by 121 publications

(115 citation statements)

References 40 publications

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“…Previous studies of communicative ASD treatment either used a pre-recorded human female voice (e.g., [5,27]) or a synthetic voice (e.g., [26]). Current speech synthesis technology makes it possible to generate natural-sounding speech [15].…”

Section: Introductionmentioning

confidence: 99%

Effects of robots’ intonation and bodily appearance on robot-mediated communicative treatment outcomes for children with autism spectrum disorder

Straten

Smeekens

Barakova

et al. 2017

Pers Ubiquit Comput

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Previous research has suggested that robotmediated therapy is effective in the treatment of children with Autism Spectrum Disorder (ASD), but not all robots seem equally appropriate for this purpose. We investigated in an exploratory study whether a robot's intonation (monotonous vs. normal) and bodily appearance (mechanical vs. humanized) influence the treatment outcomes of Pivotal Response Treatment (PRT) sessions for children with ASD. The children (age range 4-8 years) played puzzle games with a robot which required communication with the robot. The treatment outcomes were measured in terms of both task performance and affective states. We have found that intonation and bodily appearance have an effect on children's affective states but not on task performance. Specifically, humanized bodily appearance leads to more positive affective states in general and a higher degree of interest in the interaction than mechanical bodily appearance. Congruence between bodily appearance and intonation triggers a higher degree of happiness in children with ASD than incongruence between these two factors.

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Section: Introductionmentioning

confidence: 99%

Effects of robots’ intonation and bodily appearance on robot-mediated communicative treatment outcomes for children with autism spectrum disorder

Straten

Smeekens

Barakova

et al. 2017

Pers Ubiquit Comput

Self Cite

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“…Robot toys can help special needs children to work on social skills, learn new skills and discover the different game modes-in other words, show them that collaborative games also exist [21]. Thus, social robots may become very useful tools in therapy with ASD children [22] [ 23,24] Due to the inclusion of social robots in therapy, it has even observed how the children's limited interests and repetitive behavior have improved [25]. However, although robots are an effective tool, we should not forget that collaboration from people is always needed in therapy or treatment [21,26].…”

Section: Introductionmentioning

confidence: 99%

Cognitive rehabilitation system for children with autism spectrum disorder using serious games: A pilot study

Aresti-Bartolome

Garcia‐Zapirain

2015

BME

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Abstract. This paper studies and assesses how rehabilitation activities and supervised computer games incorporated into a system aimed at people diagnosed with Autism Spectrum Disorder (ASD) can be used to work on the areas affected by ASD at any time and in any place. This research specifically assesses the areas that affect communication and interaction between people with ASD and professionals. In order to do this, a group of 20 children diagnosed with ASD of between 3 and 8 years old (clinical group) was used, together with a group of 20 children of between 3 and 8 years old with a neurotypical development, which served as a control group. During the tests, response time and visual interaction with the session leader were evaluated. Despite the fact that the clinical group spent more time (M= 21.08 sec) than the control group (M= 4.52) to interact leader, eye contact predominated in the interaction. As a result of the pilot study, the system obtained could help in cognitive rehabilitation.

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“…The researchers offered using UniBoard devices and PICAXE microcontrollers for teaching mechatronics (Nicholas et al, 2012). The researchers of four scientific studies used humanoid robots for social interaction, socialization, communication (with autistic children) and development of speaking skills (Huskens et al, 2013;Jordan et al, 2013;Hung et al, 2013;Fridin, 2014). However, the learning activity, covered in the review by Benitti, was predominantly (90%) implemented by using various models of Lego robots (Benitti, 2012).…”

Section: Extension Of Robotics Technologies and The Range Of Learnersmentioning

confidence: 99%

“…Upon completion of the course, all pupils claimed that practice involving robotic models, in particular, robots for design and creation, indeed helped them learn concepts of natural science and technology. Huskens et al, (2013) have described the ability of a robot to create a predictable and simple situation of social interaction, which relieves stress and pressure incurred by children with ADHD during the interaction with other people, and allows us to create a much more pleasant and effective learning environment.…”

Section: The Spectrum Of Benefits Acquired By Educational Robotsmentioning

confidence: 99%

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Applying Robotics in School Education: a Systematic Review

Kubilinskienė¹,

Žilinskienė²,

Dagienė³

et al. 2017

BJMC

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Abstract. А modern learning environment can be developed by using innovative tools and methods. Benefits of robotics in teaching and learning processes have recently been drawing an increasing attention of researchers. The article aims are to perform а systematic review of the literature on the application of educational robots in schools, in order to identify the experience in the use of robotics in both formal primary, basic, and secondary schools and informal education, e.g. after school activities, summer camps. 16 relevant articles have been selected from the bibliographic databases as part of the systematic literature review. The analysis covers the following components of the articles: research aim, a curriculum taught by using robots, specific teaching methods, other characteristics (sample size, age limits and/or study cycle), and findings. The systematic literature review has shown that robotics has been paving its way as a teaching aid in a more intensive and flexible manner. The systematized findings of the literature review show the need for a further scientific research in this area in Lithuanian schools and may provide educators, practitioners and researchers, working in this area, with valuable guidelines.

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Promoting question-asking in school-aged children with autism spectrum disorders: Effectiveness of a robot intervention compared to a human-trainer intervention

Cited by 121 publications

References 40 publications

Effects of robots’ intonation and bodily appearance on robot-mediated communicative treatment outcomes for children with autism spectrum disorder

Effects of robots’ intonation and bodily appearance on robot-mediated communicative treatment outcomes for children with autism spectrum disorder

Cognitive rehabilitation system for children with autism spectrum disorder using serious games: A pilot study

Applying Robotics in School Education: a Systematic Review

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