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

Abstract

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.

The Social Robot and the Digital Physiotherapist: Are We Ready for the Team Play?

“…It is foreseeable that in the coming years, many professionals in the health sector will have to deal with these devices through new working models based on SRs [26,27]. These systems involve and will involve figures who have to do with the elderly [6][7][8][9], frail, and handicapped individuals with motor and communication problems [10][11][12][13][14][15]. These systems involve and will involve figures who have to do with the elderly, frail, and handicapped individuals with motor and communication problems.…”

“…We can use SRs for a variety of purposes; for example, as educational tools and therapeutic aids [2,3]. There are several examples of SRs designed for use by elderly people [6][7][8][9] but also for frail and/or handicapped subjects needing rehabilitation and assistance: for example [10][11][12][13][14][15], to support certain motor activities; support during feeding; support during displacements; support them in drug therapy-for example, by reminding them to take a drug; support them from a cognitive point of view-for example, by stimulating them with games and supporting them from the point of view of communicative interaction, even as simple company; provide support as a hospital assistant; provide support as a mediator to therapists and/or relatives.…”

Comparing the effectiveness of robot-based to human-based intervention in improving joint attention in autistic children

“…In addition to RJA, the IJA ability of all children was enhanced and maintained over time despite IJA not being explicitly taught. While So et al (26,28) reported effective learning outcomes of robotic intervention in their previous studies, they did not include the human intervention condition for comparison.…”

“…To sum up, researchers have not yet reached a consensus on the effectiveness of robots in improving JA in children with ASD. While So et al (26,28) found positive learning outcomes of robot dramas, they did not include human-based intervention for comparison of learning effectiveness. Additionally, very few studies examined whether robotic intervention is more effective than human intervention in promoting JA (25,30,31).…”

The Social Robot in Rehabilitation and Assistance: What Is the Future?

“…(f) Support in the rehabilitation therapy of communication disabilities such as autism or others, where the robot can represent a useful tool full of stimuli for children [18,[21][22][23][24][25][26][27][28].…”