Emerging evidence documents that social robots may increase motivation in children with autism spectrum disorder (ASD) when participating in educational activities. This study reports on the results of a pilot test conducted in a public child and adolescent mental health service (CAMHS) aimed at exploring whether a social robot could increase engagement and learning achievement in two 9-year-old male children with ASD with accompanying intellectual disability, language and communication impairments, and low adaptive skills. Using an ABA1 single-case design, children participated in educational sessions targeting developmental and social skills (e.g., motor imitation, expressive/receptive language, spontaneous requests). The results indicated that interacting with a social robot enhanced engagement (d = 0.78) and goal achievement in one case (d = 2.19), and only goal achievement in the second case (d = 2). The results from the present investigation are discussed in light of their implications for the design of a more robust translational research protocol aimed at assessing the effectiveness of robot-based ASD intervention scenarios.
Desideri L., Negrini M., Malavasi M., Tanzini D., Rouame A., Cutrone M.C., et al. (2018). Using a Humanoid Robot as a Complement to Interventions for Children with Autism Spectrum Disorder: a Pilot Study. ADVANCES IN NEURODEVELOPMENTAL DISORDERS, 2(3), 273-285 [10.1007/s41252-018-0066-4].
Using a Humanoid Robot as a Complement to Interventions for Children with Autism Spectrum Disorder: a Pilot Study
Desideri L.
Primo
;Malavasi M.;Bonifacci P.Penultimo
;
2018
Abstract
Emerging evidence documents that social robots may increase motivation in children with autism spectrum disorder (ASD) when participating in educational activities. This study reports on the results of a pilot test conducted in a public child and adolescent mental health service (CAMHS) aimed at exploring whether a social robot could increase engagement and learning achievement in two 9-year-old male children with ASD with accompanying intellectual disability, language and communication impairments, and low adaptive skills. Using an ABA1 single-case design, children participated in educational sessions targeting developmental and social skills (e.g., motor imitation, expressive/receptive language, spontaneous requests). The results indicated that interacting with a social robot enhanced engagement (d = 0.78) and goal achievement in one case (d = 2.19), and only goal achievement in the second case (d = 2). The results from the present investigation are discussed in light of their implications for the design of a more robust translational research protocol aimed at assessing the effectiveness of robot-based ASD intervention scenarios.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
