A Scoping Review of the Use of Robotics Technologies for Supporting Social-Emotional Learning in Children with Autism.

IF 3.2 2区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL
Sarika Kewalramani, Kelly-Ann Allen, Erin Leif, Andrea Ng
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Abstract

This scoping review synthesises the current research into robotics technologies for promoting social-emotional learning in children with autism spectrum disorder. It examines the types of robotics technologies employed, their applications, and the gaps in the existing literature. Our scoping review adhered to the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) reporting guidelines. The systematic search of relevant databases allowed us to identify studies that use robotics technologies for fostering social, emotional, and cognitive skills in young children with autism. Our review has revealed that various robots, such as Nao, Kaspar, and Zeno, have been used to support the development of social and emotional skills through imitation games, turn-taking, joint attention, emotional recognition, and conversation. As most of these studies were conducted in clinical settings, there is a need for further research in classroom and community-based environments. Additionally, the literature calls for more high-quality longitudinal studies to assess the long-term effectiveness and sustainability of robot-assisted therapy and to assess adaptive and personalised interventions tailored to individual needs. More emphasis is recommended on professional development for educators, parents, and health professionals to incorporate robotics technologies as evidence-based interventions as a pathway for creating inclusive learning environments for children with autism.

Abstract Image

机器人技术在自闭症儿童社交情绪学习中的应用综述。
本综述综合了目前在促进自闭症谱系障碍儿童社交情感学习的机器人技术方面的研究。它检查机器人技术的类型所采用的,他们的应用,并在现有文献的差距。我们的范围评价遵循了系统评价和荟萃分析(PRISMA)报告指南的首选报告项目。对相关数据库的系统搜索使我们能够确定使用机器人技术培养自闭症儿童社交、情感和认知技能的研究。我们的研究表明,各种各样的机器人,如Nao、Kaspar和Zeno,已经被用来通过模仿游戏、轮流、共同注意、情感识别和对话来支持社交和情感技能的发展。由于这些研究大多是在临床环境中进行的,因此需要在课堂和社区环境中进行进一步的研究。此外,文献呼吁进行更多高质量的纵向研究,以评估机器人辅助治疗的长期有效性和可持续性,并评估适合个人需求的适应性和个性化干预措施。建议更多地强调教育工作者、家长和卫生专业人员的专业发展,将机器人技术作为基于证据的干预措施,作为为自闭症儿童创造包容性学习环境的途径。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
8.00
自引率
10.30%
发文量
433
期刊介绍: The Journal of Autism and Developmental Disorders seeks to advance theoretical and applied research as well as examine and evaluate clinical diagnoses and treatments for autism and related disabilities. JADD encourages research submissions on the causes of ASDs and related disorders, including genetic, immunological, and environmental factors; diagnosis and assessment tools (e.g., for early detection as well as behavioral and communications characteristics); and prevention and treatment options. Sample topics include: Social responsiveness in young children with autism Advances in diagnosing and reporting autism Omega-3 fatty acids to treat autism symptoms Parental and child adherence to behavioral and medical treatments for autism Increasing independent task completion by students with autism spectrum disorder Does laughter differ in children with autism? Predicting ASD diagnosis and social impairment in younger siblings of children with autism The effects of psychotropic and nonpsychotropic medication with adolescents and adults with ASD Increasing independence for individuals with ASDs Group interventions to promote social skills in school-aged children with ASDs Standard diagnostic measures for ASDs Substance abuse in adults with autism Differentiating between ADHD and autism symptoms Social competence and social skills training and interventions for children with ASDs Therapeutic horseback riding and social functioning in children with autism Authors and readers of the Journal of Autism and Developmental Disorders include sch olars, researchers, professionals, policy makers, and graduate students from a broad range of cross-disciplines, including developmental, clinical child, and school psychology; pediatrics; psychiatry; education; social work and counseling; speech, communication, and physical therapy; medicine and neuroscience; and public health.
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