Robotics in Autism Intervention

Ntaountaki, Polyxeni; Lorentzou, Georgia; Lykothanasi, Andriana; Anagnostopoulou, Panagiota; Alexandropoulou, Vasiliki; Drigas, Athanasios

doi:10.3991/ijes.v7i4.11448

Cited by 70 publications

(63 citation statements)

References 27 publications

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“…Second, research focuses on the development of “social robots” (38.7%). Analyzing the publication dates of these works, it is concluded that it is a full development research line, where most of the works aim to demonstrate the benefits offered by the use of robots in therapy for children with ASD [ 13 , 24 , 30 , 31 , 39 , 40 , 41 , 42 , 43 ].…”

Section: Resultsmentioning

confidence: 99%

Assistive Technology to Improve Collaboration in Children with ASD: State-of-the-Art and Future Challenges in the Smart Products Sector

Cañete

Peralta

2022

Sensors

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Within the field of products for autism spectrum disorder, one of the main research areas is focused on the development of assistive technology. Mid and high-tech products integrate interactive and smart functions with multisensory reinforcements, making the user experience more intuitive, adaptable, and dynamic. These products have a very significant impact on improving the skills of children with autism, including collaboration and social skills, which are essential for the integration of these children into society and, therefore, their well-being. This work carried out an exhaustive analysis of the scientific literature, as well as market research and trends, and patent analysis to explore the state-of-the-art of assistive technology and smart products for children with ASD, specifically those aimed at improving social and communication skills. The results show a reduced availability of products that act as facilitators of the special needs of children with ASD, which is even more evident for products aimed at improving collaboration skills. Products that allow the participation of several users simultaneously through multi-user interfaces are required. On top of this, the trend toward virtual environments is leading to a loss of material aspects in the design that are essential for the development of these children.

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Section: Resultsmentioning

confidence: 99%

Assistive Technology to Improve Collaboration in Children with ASD: State-of-the-Art and Future Challenges in the Smart Products Sector

Cañete

Peralta

2022

Sensors

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“…Finalizing, we emphasize the significance of all digital technologies in the field of education and the positive impact on teachers, which is highly effective and productive for assessment, intervention, and educational procedures via mobile devices that bring educational activities to everybody [42][43][44][45][46][47][48][49], various ICTs applications that are the main supporters of education [50][51][52][53][54][55][56][57][58][59][60][61][62][63][64][65], AI, STEM, and ROBOTICS that raise educational procedures to new performance levers [66][67][68][69][70][71][72][73][74][75][76][77], and games which support a very friendly and enjoyable procedure in the education [78][79][80][81][82][83][84]. Additionally, the integration of ICTs with theories and models of metacognition, mindfulness, meditation, and the cultivation of emotional intelligence , as well as with nutrition and environmental factors…”

Section: Discussionmentioning

confidence: 99%

Burnout Prevalence in Special Education Teachers, and the Positive Role of ICTs

Stathopoulou,

Spinou,

Driga

2023

Int. J. Onl. Eng.

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The aim of this study was to investigate special education teacher`s level of burnout. In particular, it sought to examine the role their personal characteristics play in the occurrence of the syndrome. A quantitative research design was used to describe the association between the variables The data was collected using the Maslach Burnout Inventory for Education (M.B.I.-E.S.) consisted of three dimensions: Emotional exhaustion, Depersonalization, and Personal accomplishment. The sample consisted of 202 Special Education (S.E) teachers who completed the M.B.I.-E.S. The results of this research showed that: a) the sample experiences burnout and special attention is required for the scale of emotional exhaustion b) age, school settings , specialty, and the total previous service with or without students with special educational needs (S.E.N.) were significantly correlated and affected burnout dimensions

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“…Children with ASD may think that this humanoid robot, with which they play and interact, is an autonomous, independent being, which can react and respond in an intelligent way, and is a friend. One solution to this problem could be for it to be made clear when the robot is introduced that the robot functions as an educational aid and not as a replacement of the teacher (Ntaountaki et al, 2019). Legislation is introduced to regulate the positive and negative aspects of ICT, including the use of robots, but also drones and autonomous driving systems.…”

Section: Robots In the Education Of Children With Asdmentioning

confidence: 99%

Intervention program using a robot for children with Autism Spectrum Disorder

Syriopoulou‐Delli

Deres

Drigas

2021

RSD

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This study investigated the effectiveness on social skills development of an educational intervention program for schoolchildren with autism spectrum disorder (ASD) using an educational robot. Over the period of a month, four boys with ASD, ranging in age from 7 to 14 years, participated in structured educational scenarios involving the robot “Edison”, which is in the form of a toy car, with the aid of a teacher/researcher. The behavior of the four boys during the sessions was recorded by an observer, using an observation form. The boys appeared to enjoy the intervention sessions, and a positive outcome was observed following interaction with the robot. Specifically, by the end of the month of intervention, all the boys showed improvement in social skills and cooperation skills and a reduction in untoward social behaviors. They showed an increase in eye contact, followed instructions and appeared to understand the social rules better, and in general their interaction with the teacher and with each other was enhanced. In conclusion, teachers can use robots in programs aimed at improving the social and communication skills of schoolchildren with ASD.

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Robotics in Autism Intervention

Cited by 70 publications

References 27 publications

Assistive Technology to Improve Collaboration in Children with ASD: State-of-the-Art and Future Challenges in the Smart Products Sector

Assistive Technology to Improve Collaboration in Children with ASD: State-of-the-Art and Future Challenges in the Smart Products Sector

Burnout Prevalence in Special Education Teachers, and the Positive Role of ICTs

Intervention program using a robot for children with Autism Spectrum Disorder

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