Robot programming for a child with autism spectrum disorder: a pilot study

Area of Science:

• Robotics in Special Education
• Autism Spectrum Disorder Research
• STEM Education for Children

Background:

• Children with autism spectrum disorder (ASD) exhibit a strong affinity for technology, particularly robots.
• Socially assistive robotics (SARs) show potential in improving social skills, communication, and reducing stereotypical behaviors in children with ASD.
• Limited research exists on robot programming and STEM education for children with ASD.

Purpose of the Study:

• To investigate the effectiveness of educational activities using the 'Codey Rocky' robot for a child with ASD.
• To assess the impact of robot programming on social skills, communication, and challenging behaviors in a child with ASD.
• To explore the use of SARs in STEM education for children with developmental differences.

Main Methods:

• A pilot study involving educational activities with the 'Codey Rocky' robot.
• Triadic interactions between a girl with ASD and intellectual deficit, a boy of typical development, and the robot.
• Observation and assessment of social, communication, and behavioral changes during the sessions.

Main Results:

• The girl with ASD demonstrated enhanced social and communication skills through interaction with the robot.
• A reduction in challenging behaviors was observed in the girl with ASD during the educational sessions.
• Repetitive and stereotyped behaviors persisted despite observed improvements.

Conclusions:

• Robot programming and SARs offer a promising avenue for STEM education for children with ASD.
• The 'Codey Rocky' robot facilitated positive social and communication development in the participant with ASD.
• Further research is needed to fully understand the benefits, risks, and implications of SARs for children with ASD in educational settings.