Designing a system of interactive robots for training collaborative skills to autistic children

Abstract

Using robots to reward and stimulate children doing tasks together can be helpful in improving their social skills. Robots implemented 3 types of behavior scenarios -imitate, enhance and counteract -in a collaborative game of teaching robots perform movements shown by hand gestures. The paper presents a novel account of ASD symptoms based on the interplay of empathic concern and empathic accuracy in different personalities with and without cognitive deficits. Performance of autistic children was compared with two age groups of typically developing children -under and above the age of 7. The study confirmed the limited resource hypothesis -cognitive and motivational -bringing about the observed phenomena in situations of limited attention resources and performance under distraction. The robotic framework for educating children has shown potential for developing of various complex cognitive and social skills and has substantial developmental impact.Keywords-robots, autism, empathy, behavioral training with multiagent system of robots, collaboration through immitation games, design of interactive robot scenarios, learning robots

Computer vision in autism spectrum disorder research: a systematic review of published studies from 2009 to 2019

“…Their study suggests that robotic systems with augmented vision may be capable of enhancing skills related to attention coordination. This confirms an earlier study of Dimitrova et al 90 where adaptive robots showed potential for educating children in various complex cognitive and social skills that eventually produce a substantial development impact.…”

Cyber-Physical Systems for Pedagogical Rehabilitation from an Inclusive Education Perspective

“…Numerous investigations are being conducted on using robots with children with special needs, most of them focusing on mild to medium cases of autism, attention deficit disorder, hyperactivity, cerebral palsy, etc. (Bayon et al 2016;Charlton et al, 2005;Dimitrova et al, 2012;Huijnen et al, 2016;Kim et al, 2013). The children involved in the present study have been diagnosed with the following disorders: intellectual disability, autistic spectrum conditions, cerebral palsy, or multiple disabilities.…”

Aspects of the Intrinsic Motivation as Accessibility Factors in the Inclusive "STEAM" Education

“…Играта поставя децата в различни ситуациида поставят задачи или да управляват робота, за да изпълнят задача. Освен това сценарият стимулира трите основни терапевтични задачи при деца с аутизъмимитация, едновременно насочване на вниманието и редуване в играта [18].…”

“…Найважният параметър е т.нар. "самоиницииран социален контакт" [18,19], определян от наблюдаващия играта преподавател или родител.…”