Robot-Assisted Therapy for the Severe Form of Autism: Challenges and Recommendations

Telisheva, Zhansaule; Turarova, Aizada; Zhanatkyzy, Aida; Abylkasymova, Galiya; Sandygulova, Anara

doi:10.1007/978-3-030-35888-4_44

Cited by 7 publications

(4 citation statements)

References 11 publications

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“…More recent work by Telisheva, Turarova, Zhanatkyzy, et al. (2019) takes into account the point of view of parents of autistic children who also have an associated intellectual impairment. The children attended sessions with a robot to develop imitation skills and recognition of emotions.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Other research involving robots to address autism has been designed to explore the possibility of encouraging imitative behaviour (Boccanfuso, Scarborough, Abramson, et al, 2017;Costa, Louise, Rodr ıguez Lera, et al, 2018;Pennazio, 2017) and emotion recognition (Chevalier, Martin, Isableu, et al, 2017;Marinoiu, Zanfir, Olaru, et al, 2018). More recent work by Telisheva, Turarova, Zhanatkyzy, et al (2019) takes into account the point of view of parents of autistic children who also have an associated intellectual impairment. The children attended sessions with a robot to develop imitation skills and recognition of emotions.…”

Section: Literature Reviewmentioning

confidence: 99%

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Educators' perspectives on working with a humanoid robot in a French preschool class for autistic children

Garnier¹,

Martel²,

Dachez³

et al. 2023

Research in Spec Educ Needs

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Humanoid robots have shown to provide interesting perspectives for autistic children. Yet, few studies have looked at educators' point of view on the use of such robots in educational settings. This paper presents a case study of the use of a humanoid robot, NAO, in a French preschool class dedicated to autistic children. Our work focuses on the perspectives of the adults working with these children. We interviewed the professional staff about changes in their teaching due to the presence of the robot, about the effects on the pupils' behaviour, and about the collaboration between the special needs teacher, the special needs support worker and the operational specialist from the digital education department of the district academic head office. Four themes were identified: joint reflection and collaboration when working with NAO, working with NAO, impact of NAO on pupils, impact of NAO on adults. The professionals underscored the necessity of adopting certain attitudes, in particular, the most neutral facial expression possible, so as not to disturb the children's learning process. They were under the impression that the robot had a beneficial effect on the pupils in terms of learning and social skills, and that it facilitated collaboration among them.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Educators' perspectives on working with a humanoid robot in a French preschool class for autistic children

Garnier¹,

Martel²,

Dachez³

et al. 2023

Research in Spec Educ Needs

View full text Add to dashboard Cite

show abstract

“…They were predominantly based on the Applied Behavior Analysis (ABA) principles and targeted socio-emotional behaviors. To this end, we implemented 26 activities in two local languages (Kazakh and Russian) and categorized them into six groups ("Songs", "Dances", "Emotions", "Social Acts", "Imitations", "Storytelling" and "Touch Me" (see Telisheva et al, 2019;Rakhymbayeva et al, 2021). Descriptions of each group are provided in Table 3.…”

Section: Activitiesmentioning

confidence: 99%

Effects of Parental Involvement in Robot-Assisted Autism Therapy

Amirova

Rakhymbayeva

Zhanatkyzy

et al. 2022

J Autism Dev Disord

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Parental involvement in traditional autism therapy is key to the effective treatment of children with ASD. Little is known about parental involvement in robot-assisted autism therapy (RAAT)—novel therapeutic support for children with ASD. Our study investigates the effect of parental presence on multiple-session RAAT conducted with 16 children with ASD. They interacted with the social robot in the presence or absence of their parents. We measured children's socio-behavioral outcomes and conducted semi-structured interviews with parents. Parents did not necessarily affect the children's outcomes during the interventions. However, children’s autism-related symptoms resulted in different socio-behavioral outcomes between sessions with and without parents. Most parents have reported positive changes in their children's behaviors when interacting with the robot.

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“…Specifically, degrees of autism, usually, vary in individuals with either milder or severe forms. Severe autism may lead to aggression and other complex behaviors, such as lack of eye contact, verbal skills, and intellectual challenges, while moderate autism includes problems with making friendships, repeating certain activities, and restricted interests [34]. Children with ASD often have co-occurring ADHD.…”

Section: Autism Spectrum Disordersmentioning

confidence: 99%

The Quantitative Case-by-Case Analyses of the Socio-Emotional Outcomes of Children with ASD in Robot-Assisted Autism Therapy

Telisheva

Amirova

Rakhymbayeva

et al. 2022

MTI

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With its focus on robot-assisted autism therapy, this paper presents case-by-case analyses of socio-emotional outcomes of 34 children aged 3–12 years old, with different cases of Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD). We grouped children by the following characteristics: ASD alone (n = 22), ASD+ADHD (n = 12), verbal (n = 11), non-verbal (n = 23), low-functioning autism (n = 24), and high-functioning autism (n = 10). This paper provides a series of separate quantitative analyses across the first and last sessions, adaptive and non-adaptive sessions, and parent and no-parent sessions, to present child experiences with the NAO robot, during play-based activities. The results suggest that robots are able to interact with children in social ways and influence their social behaviors over time. Each child with ASD is a unique case and needs an individualized approach to practice and learn social skills with the robot. We, finally, present specific child–robot intricacies that affect how children engage and learn over time as well as across different sessions.

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Robot-Assisted Therapy for the Severe Form of Autism: Challenges and Recommendations

Cited by 7 publications

References 11 publications

Educators' perspectives on working with a humanoid robot in a French preschool class for autistic children

Educators' perspectives on working with a humanoid robot in a French preschool class for autistic children

Effects of Parental Involvement in Robot-Assisted Autism Therapy

The Quantitative Case-by-Case Analyses of the Socio-Emotional Outcomes of Children with ASD in Robot-Assisted Autism Therapy

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