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

Viviane Kostrubiec^1,2, Jeanne Kruck¹

¹Centre d'Etudes et de Recherches en Psychopathologie et Psychologie de la Santé (CERPPS), Université de Toulouse, UT2J, Toulouse, France.

Frontiers in Robotics and AI

|January 27, 2021

Summary

Robot-assisted interventions show promise for teaching social skills to children with autism spectrum disorder (ASD). While robots engage children effectively, they did not mediate social interactions as well as traditional play.

Keywords:

applied analysis of behavior evidence-based practices robot acceptance social robotics social skills

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Area of Science:

Robotics
Developmental Psychology
Special Education

Background:

Social robots are underutilized in clinical settings for individuals with autism spectrum disorder (ASD).
Bridging the gap between research innovation and clinical practice is crucial for effective ASD interventions.

Purpose of the Study:

To test the effectiveness of a robot-assisted educational intervention for children with low-functioning ASD in a clinical setting.
To evaluate the use of robots as educational tools and social mediators for children with ASD.

Main Methods:

A collaborative team developed and tested a 14-lesson robot-assisted intervention based on Pivotal Response Training and Applied Behavior Analysis principles.
The study involved 20 children with low-functioning ASD, with lessons targeting requesting and turn-taking skills.
Educators administered the intervention in real clinical settings.

Main Results:

Sensory rewards from the robot elicited more positive reactions than human verbal praise.
Children with lower disability levels benefited most from the robot-assisted intervention.
The robot did not function as a social mediator; prosocial behaviors were higher in a control group playing with a ball.

Conclusions:

Robot-assisted interventions can be beneficial for teaching psychosocial skills to children with ASD, particularly those with lower disability levels.
Further research is needed to optimize robot programming for individual needs and to establish standards for interdisciplinary co-creation.
Robotic assistance holds potential for disseminating evidence-based practices for ASD interventions.