Intervention program using a robot for children with Autism Spectrum Disorder

Abstract

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.

ToM & ASD: The interconnection of Theory of Mind with the social-emotional, cognitive development of children with Autism Spectrum Disorder. The use of ICTs as an alternative form of intervention in ASD

“…The level of difficulty experienced by children with autism influencing by various factors but differentiates significantly from their developmental stage and mental ability [11] In conclusion, the development of ToM could function as a criterion for distinguishing the levels of severity of Autism Spectrum Disorder, as well as the level of its support, aiming at the planning of social-communication development through the intervention of appropriate practices [54].…”

“…Recent research [11] has focused on the development of social skills of 4 children with autism (7-14 years old) under the influence of intervention, lasting one month, with an educational robot. The results show the development in their social skills, cooperation, better communication, eye contact, the time of concentration during the script, understanding of social rules, and enhanced interaction with the teacher and other children.…”

“…Indicatively, we refer to the recent research of Stathopoulou et al, whereby utilizing digital social stories in children with high functioning ASD, they managed to improve the social skills of students, which were maintained for a long time, achieving a gradual generalization of their behavior. In particular, digital social stories link the functionality of social stories with the supportive practice of information and communication technology, offering a new method of developing social skills in children with autism [11].…”

“…[10]. Specifically, the use of ICT in the educational process of children with ASD, as a form of an alternative approach, modernizes the learning, and school environment, enhancing the creative, critical, and research thinking of children [11]. A particular preference is observed for mobile technology, as a means of the learning process, due to its easy-to-use applications, enhancing the communication and organization of children with autism [12].…”

Collaborative Educational Robotics for the Inclusion of Children With Disabilities

“…A more recent review focused on collecting and analysing research focuses on ER projects for children with neurodevelopmental disorders (Pivetti et al, 2020). A most current review focus on ER researches that present results concerning inclusion of children with disabilities (Syriopoulou-Delli et al, 2021).…”