Preparation for adulthood: Benefits of assistive technologies in social skills training of children with autism

Abstract

Humanoids as a form of assistive technologies have been shown to have positive effects on the social-cognitive behavior of brain-impaired children, particularly those with autism. However, evidences on the socio-economic benefits in social-skill training on brain-impaired children have been lacking. At the preliminary stage, a case study of a primary school with special classes for gifted children is the case study for pretesting purposes. As it is, interviewers with teachers at the special integration classes form the basis for primary data collection. Findings indicated that the teachers, parents and guardians of these children are not ready for humanoids to train their children but in future such attempts are encouraged. Nonetheless, this paper will highlight the socio-economic benefits of humanoid-assisted social skills training of children with autism. This is important in preparing them for adulthood and independence. In addition, from the literature reviewed, content analyses on humanoid-mediated research articles provide the preliminary empirical support. Evidences and outcomes from similar research projects conducted from social scientists in developing nations further narrows the objectives of the investigation. Theoretical implication from this study is also discussed.