Feasibility of using sphero in rehabilitation of children with autism in social and communication skills

Golestan, Shadan; Soleiman, Pegah; Moradi, Hadi

doi:10.1109/icorr.2017.8009378

Cited by 18 publications

(10 citation statements)

References 15 publications

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“…Most children with ASD encounter significant problems, such as social interaction and communication skills. Thus, they should receive some type of rehabilitation training to improve their socio-communication skills, behavioral defects, and sensory problems [6]. Children with ASD, according to their specific characteristics and conditions, require a special intervention to modify and eliminate the symptoms of the disorder and improve their living conditions.…”

Section: Introductionmentioning

confidence: 99%

Perceptions of the Parents of Children With Autism Spectrum Disorders and Healthcare Providers on the Challenges of Using Rehabilitation Services in Iran

Aarabi

Abdi

Khanjani

2021

IRJ

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Objectives: One of the most essential needs of children with Autism Spectrum Disorder (ASD) is using rehabilitation services. However, these services are associated with numerous challenges. The present study aimed to identify the perceptions of the parents of children with ASD and rehabilitation service providers about the challenges of using rehabilitation services in Iran. Methods: This was a qualitative study. In total, 27 participants were selected from the parents of children with ASD and rehabilitation service providers to these children, based on purposive sampling method; we considered maximum variation and sampling continued until data saturation. The necessary data were collected by semi-structured and in-depth interviews. The interviews lasted from July to December 2020 and MAXQDA was used for data analysis. Results: The challenges of children with ASD in accessing and using rehabilitation services were identified and categorized into 6 main classes, as follows: the lack of a systematic support system; the lack of commitment to observing professional ethics; neglecting the structure and policy of rehabilitation; the lack of comprehensive ASD diagnostic and rehabilitation protocols; inadequate knowledge and attitude, and the lack of feasible access to services. Discussion: Policymakers, service providers, and managers must be aware of the challenges of rehabilitation services for ASD; subsequently, they are expected to pay special attention to this issue. This study provided evidence for the above-mentioned groups for accessing and using rehabilitation services among ASD. Besides, the obtained data could help to improve the services they receive and their living conditions; ultimately, they help improve their quality of life.

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Section: Introductionmentioning

confidence: 99%

Perceptions of the Parents of Children With Autism Spectrum Disorders and Healthcare Providers on the Challenges of Using Rehabilitation Services in Iran

Aarabi

Abdi

Khanjani

2021

IRJ

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“…To date, nearly 30 robots were tested as remedial tools for ASD [e.g., : Labo-1 (Werry et al, 2001 ); Muu (Miyamoto et al, 2005 ), Robota (Billard et al, 2007 ), FACE (Pioggia et al, 2007 ), Keepon (Kozima et al, 2007 ), Aibo (Francois et al, 2009 ), IROMEC (Iacono et al, 2011 ), Charlie (Boccanfuso and O'Kane, 2011 ), NAO (Shamsuddin et al, 2012 ), Flobi (Damm et al, 2013 ); GIPY-1 (Giannopulu, 2013 ), Pleo (Kim et al, 2013 ), KASPAR (Wainer et al, 2014 ), Darwin-OP (Peng et al, 2014 ), Pabi (Dickstein-Fischer and Fischer, 2014 ), Zeno (Salvador et al, 2015 ), Jibo (Guizzo, 2015 ), Probo (Simut et al, 2016 ), Maria (Valadao et al, 2016 ), Sphero (Golestan et al, 2017 ), CARO (Yun et al, 2017 ), KiliRo (Bharatharaj et al, 2018 ), MINA (Ghorbandaei Pour et al, 2018 ), QTrobot (Costa et al, 2018 ), Milo (Chalmers, 2018 ), Leo (She et al, 2018 ), Daisy (Pliasa and Fachantidis, 2019 ), SAM (Lebersfeld et al, 2019 ), SPRITE (Clabaugh et al, 2019 ), Actroid-F (Yoshikawa et al, 2019 ) etc.].…”

Section: Introductionmentioning

confidence: 99%

“…In 2014, a newly created French start-up created a low-cost, remotely controlled robot ball, that moves by rolling, vibrates and illuminates its transparent cover with different colors. Similar to spherical GIPY-1 (Giannopulu, 2013 ), Roball (Michaud et al, 2005 ), or SPRK+ Sphero (Golestan et al, 2017 ) the robot belongs thus to nonhumanoid devices.…”

Section: Introductionmentioning

confidence: 99%

Collaborative Research Project: Developing and Testing a Robot-Assisted Intervention for Children With Autism

Kostrubiec

Kruck

2020

Front. Robot. AI

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The present work is a collaborative research aimed at testing the effectiveness of the robot-assisted intervention administered in real clinical settings by real educators. Social robots dedicated to assisting persons with autism spectrum disorder (ASD) are rarely used in clinics. In a collaborative effort to bridge the gap between innovation in research and clinical practice, a team of engineers, clinicians and researchers working in the field of psychology developed and tested a robot-assisted educational intervention for children with low-functioning ASD (N = 20) A total of 14 lessons targeting requesting and turn-taking were elaborated, based on the Pivotal Training Method and principles of Applied Analysis of Behavior. Results showed that sensory rewards provided by the robot elicited more positive reactions than verbal praises from humans. The robot was of greatest benefit to children with a low level of disability. The educators were quite enthusiastic about children's progress in learning basic psychosocial skills from interactions with the robot. The robot nonetheless failed to act as a social mediator, as more prosocial behaviors were observed in the control condition, where instead of interacting with the robot children played with a ball. We discuss how to program robots to the distinct needs of individuals with ASD, how to harness robots' likability in order to enhance social skill learning, and how to arrive at a consensus about the standards of excellence that need to be met in interdisciplinary co-creation research. Our intuition is that robotic assistance, obviously judged as to be positive by educators, may contribute to the dissemination of innovative evidence-based practice for individuals with ASD.

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“…Cheaper robots that have been used in other studies such as LEGO Mindstorms (a robotic kit that lets its user build a robot in different shapes and configurations using LEGO bricks, also with various sensors), used in three studies, and Sphero (a spherical robot that can be navigated and can produce sounds), used in one study, does not have as many features or capabilities as NAO. However, there is no evidence that they offer less benefits than the more expensive robots, and several studies featuring them have equally highlighted their potential in the field of SE (Golestan et al , 2017; Karna-Lin et al , 2006; Kozima, Nakagawa and Yasuda, 2005; Marti and Giusti, 2010), with a recent study comparing both types of robots finding little or no difference between their effectiveness and benefits (Aslam et al , 2016). The prices of the robots used in the studies analysed in this paper can be seen in Table I.…”

Section: Resultsmentioning

confidence: 99%

“…The activities featured in the research studies analysed can also be seen in Table II. Most studies used imitation games and prompts to motivate the children to initiate a social interaction with the robot (Billard et al , 2007; Golestan et al , 2017; Kozima, Nakagawa and Yano, 2005; Kozima, Nakagawa and Yasuda, 2005; Lathan and Malley, 2001; Leo et al , 2015; Lewis et al , 2016; Robins et al , 2004; Shamsuddin et al , 2012); however, these type of activities are more relevant for children with ASC than for children with LD, especially for those with SLD or PMLD. For these activities the children were generally able to interact independently with the robot, although supervised by a teacher, and with a researcher controlling the robot in most cases.…”

Section: Resultsmentioning

confidence: 99%

Robots in special education: reasons for low uptake

Trigo

Standen

Cobb

2019

JET

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Purpose The purpose of this paper is to identify the main reasons for low uptake of robots in special education (SE), obtained from an analysis of previous studies that used robots in the area, and from interviewing SE teachers about the topic. Design/methodology/approach An analysis of 18 studies that used robots in SE was performed, and the conclusions were complemented and compared with the feedback from interviewing 13 SE teachers from Spain and the UK about the reasons they believed caused the low uptake of robots in SE classrooms. Findings Five main reasons why SE schools do not normally use robots in their classrooms were identified: the inability to acquire the system due to its price or availability; its difficulty of use; the low range of activities offered; the limited ways of interaction offered; and the inability to use different robots with the same software. Originality/value Previous studies focussed on exploring the advantages of using robots to help children with autism spectrum conditions and learning disabilities. This study takes a step further and looks into the reasons why, despite the benefits shown, robots are rarely used in real-life settings after the relevant study ends. The authors also present a potential solution to the issues found: involving end users in the design and development of new systems using a user-centred design approach for all the components, including methods of interaction, learning activities and the most suitable type of robots.

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Feasibility of using sphero in rehabilitation of children with autism in social and communication skills

Cited by 18 publications

References 15 publications

Perceptions of the Parents of Children With Autism Spectrum Disorders and Healthcare Providers on the Challenges of Using Rehabilitation Services in Iran

Perceptions of the Parents of Children With Autism Spectrum Disorders and Healthcare Providers on the Challenges of Using Rehabilitation Services in Iran

Collaborative Research Project: Developing and Testing a Robot-Assisted Intervention for Children With Autism

Robots in special education: reasons for low uptake

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