How to Implement Robots in Interventions for Children with Autism? A Co-creation Study Involving People with Autism, Parents and Professionals

Huijnen, Claire; Lexis, Monique A. S.; Jansens, Rianne; Witte, Luc de

doi:10.1007/s10803-017-3235-9

Cited by 94 publications

(118 citation statements)

References 20 publications

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“…Although the survey was only limited to 74 participants (37 from Italy and 37 from United Kingdom), overall participants in this study showed a global positive attitude towards Socially Assistive Robotics (SAR) paradigms. Apart from that, some researchers also conducted studies investigating the establishment of robot-based therapeutic protocol for CWA training [21][22][23] and the needs of therapists towards having a robotic platform in helping CWA [24,25].…”

Section: Novelty Of Our Reviewmentioning

confidence: 99%

“…In our review, many researchers intended to provide a robotic intervention program for children aged below 15 as shown in Table I. There are some researchers who also performed their research for individuals with autism until the age of 20 [86] while some researchers conducted experiments with future therapists and professionals on the robot-therapy protocol and training implementation [23,24]. This is also important in establishing a standardized protocol or standard operating procedure for robotics platform in autism intervention programs [21,51,[101][102][103][104].…”

Section: Demographics Of Participantsmentioning

confidence: 99%

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Leveraging Robotics Research for Children with Autism: A Review

Ismail

Verhoeven

Dambre

et al. 2018

Int J of Soc Robotics

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Robotics research in helping children with autism has gained increased attention in recent years. Children with autism often struggle with neurodevelopmental disorders that affect their lives particularly in communication skills, social interaction and their repetitive stereotyped behavior. In this article, we highlight previous findings on human-robot interaction for children with autism. To date, it has been claimed that child-robot interaction is a beneficial approach in helping children with autism to improve their quality of life. Based on an extensive search of the literature, we identified three major research gaps: (1) diversity in research focus, (2) bias contribution in robotics research towards specific behavior impairments in autism and, (3) effectiveness of human-robot interaction after robot-based intervention program. Therefore, this review paper shall identify and thoroughly discuss published works that address the research gaps found in this areas. This article is therefore seen as a crucial step in bridging the gap between robotics research and children with autism. The results presented could be beneficial for researchers in determining future directions for robotics research in helping children with autism.

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Section: Novelty Of Our Reviewmentioning

confidence: 99%

Section: Demographics Of Participantsmentioning

confidence: 99%

Leveraging Robotics Research for Children with Autism: A Review

Ismail

Verhoeven

Dambre

et al. 2018

Int J of Soc Robotics

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“…Many of the robots found in the literature are still in a prototype stage and not commercially available. It is highly recommended that knowledge from ASD practice reaches technical robot developers to guide robot development so that studies can be conducted with robot interventions that are carefully designed to meet the specific needs of this target group and that utilise the potential power of robots [20].…”

Section: Resultsmentioning

confidence: 99%

Robots as New Tools in Therapy and Education for Children with Autism

Huijnen¹,

Lexis²,

Witte³

2017

Int J Neurorehabilitation Eng

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Robots are increasingly considered as a promising tool in therapeutic and educational interventions for children with autism spectrum disorder (ASD). International literature indicates that robots can potentially be applied to a wide range of objectives. The aim of this article is to present an overview of robots that are currently used in therapy and educational for children with ASD and to indicate what objectives they address. Focus group sessions (N=9) with ASD professionals (N=53) from nine organisations were conducted which identified potential objectives for children with ASD. A systematic literature study delivered an overview of the state of the art of robots under study. Professionals reported to work on 74 ASD objectives in 9 different domains (based on the International Classification of Functioning -Child and Youth, ICF-CY). The robots (N=14) found in the literature addressed 24 of these objectives in 8 of the 9 domains, indicating the potential contribution of these robots to therapy and education of children with ASD. Domains that are targeted most often by robots currently are 'social or interpersonal interactions and relations', 'play' and 'communication'. Results indicate that robot mediated interventions are considered to be a possible valuable tool in the education or therapy for children with autism. In order to unlock the potential of robots, it is advised that technical developers use knowledge from ASD practice so that meaningful applications can be developed.

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“…It was unclear, however, whether these educators considered, overall, robots to be relevant, appropriate, and feasible for their SEND settings and learners-and, most relevant to the current study, whether they might be especially useful for autistic learners. Huijnen et al (2017) took a related approach, combining focus groups, and co-creation sessions with autism stakeholders and professionals (including teachers and other school-based roles, all in the Netherlands) to develop 10 specific "intervention templates" for the humanoid robot, KASPAR. These included clear statements of goals, and explicitly mapped out the planned roles and "flow" of an interaction between a child, robot, and professional.…”

Section: Introductionmentioning

confidence: 99%

Educators' Views on Using Humanoid Robots With Autistic Learners in Special Education Settings in England

et al. 2019

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Researchers, industry, and practitioners are increasingly interested in the potential of social robots in education for learners on the autism spectrum. In this study, we conducted semi-structured interviews and focus groups with educators in England to gain their perspectives on the potential use of humanoid robots with autistic pupils, eliciting ideas, and specific examples of potential use. Understanding educator views is essential, because they are key decision-makers for the adoption of robots and would directly facilitate future use with pupils. Educators were provided with several example images (e.g., NAO, KASPAR, Milo), but did not directly interact with robots or receive information on current technical capabilities. The goal was for educators to respond to the general concept of humanoid robots as an educational tool, rather than to focus on the existing uses or behaviour of a particular robot. Thirty-one autism education staff participated, representing a range of special education settings and age groups as well as multiple professional roles (e.g., teachers, teaching assistants, speech, and language therapists). Thematic analysis of the interview transcripts identified four themes: Engagingness of robots, Predictability and consistency, Roles of robots in autism education, and Need for children to interact with people, not robots. Although almost all interviewees were receptive toward using humanoid robots in the classroom, they were not uncritically approving. Rather, they perceived future robot use as likely posing a series of complex cost-benefit trade-offs over time. For example, they felt that a highly motivating, predictable social robot might increase children's readiness to learn in the classroom, but it could also prevent children from engaging fully with other people or activities. Educator views also assumed that skills learned with a robot would generalise, and that robots' predictability is beneficial for autistic children-claims that need further supporting evidence. These interview results offer many points of guidance to the HRI research community about how humanoid robots could meet the specific needs of autistic learners, as well as identifying issues that will need to be resolved for robots to be both acceptable and successfully deployed in special education contexts.

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How to Implement Robots in Interventions for Children with Autism? A Co-creation Study Involving People with Autism, Parents and Professionals

Cited by 94 publications

References 20 publications

Leveraging Robotics Research for Children with Autism: A Review

Leveraging Robotics Research for Children with Autism: A Review

Robots as New Tools in Therapy and Education for Children with Autism

Educators' Views on Using Humanoid Robots With Autistic Learners in Special Education Settings in England

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