An empirical study on integrating a small humanoid robot to support the therapy of children with Autism Spectrum Disorder and Intellectual Disability

IF 0.9 4区心理学 Q3 COMMUNICATION

Interaction Studies Pub Date : 2021-12-31 DOI:10.1075/is.21011.con

D. Conti, Grazia Trubia, S. Buono, S. Di Nuovo, Alessandro Di Nuovo

{"title":"An empirical study on integrating a small humanoid robot to support the therapy of children with Autism Spectrum\n Disorder and Intellectual Disability","authors":"D. Conti, Grazia Trubia, S. Buono, S. Di Nuovo, Alessandro Di Nuovo","doi":"10.1075/is.21011.con","DOIUrl":null,"url":null,"abstract":"\n Recent research showed the potential benefits of robot-assisted therapy in treating children with Autism Spectrum\n Disorder. These children often have some form of Intellectual Disability (ID) too, but this has mainly been neglected by previous\n robotics research. This article presents an empirical evaluation of robot-assisted imitation training, where the child imitated\n the robot, integrated into the Treatment and Education of Autistic and related Communication handicapped Children (TEACCH)\n program. The sample included six hospitalized children with different levels of ID, from mild to profound. We applied mixed\n methods to assess their progress, during treatment and three months later. Results show increased Gross Motor Imitation skills in\n the children, except for those with profound ID and the therapists’ positive attitude towards the humanoid robot. Furthermore, the\n therapists suggest how a robot could be used to autonomously collect and analyze the information obtained in the rehabilitation\n training for a continuous evaluation of the participants.","PeriodicalId":46494,"journal":{"name":"Interaction Studies","volume":" ","pages":""},"PeriodicalIF":0.9000,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Interaction Studies","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1075/is.21011.con","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"COMMUNICATION","Score":null,"Total":0}

引用次数: 1

Abstract

Recent research showed the potential benefits of robot-assisted therapy in treating children with Autism Spectrum Disorder. These children often have some form of Intellectual Disability (ID) too, but this has mainly been neglected by previous robotics research. This article presents an empirical evaluation of robot-assisted imitation training, where the child imitated the robot, integrated into the Treatment and Education of Autistic and related Communication handicapped Children (TEACCH) program. The sample included six hospitalized children with different levels of ID, from mild to profound. We applied mixed methods to assess their progress, during treatment and three months later. Results show increased Gross Motor Imitation skills in the children, except for those with profound ID and the therapists’ positive attitude towards the humanoid robot. Furthermore, the therapists suggest how a robot could be used to autonomously collect and analyze the information obtained in the rehabilitation training for a continuous evaluation of the participants.

查看原文本刊更多论文

集成小型人形机器人支持自闭症谱系障碍和智力残疾儿童治疗的实证研究

最近的研究表明，机器人辅助治疗在治疗自闭症谱系障碍儿童方面具有潜在的好处。这些儿童通常也有某种形式的智力残疾，但这主要被以前的机器人研究所忽视。本文对机器人辅助模仿训练进行了实证评估，将儿童模仿机器人纳入自闭症和相关沟通障碍儿童的治疗和教育（TEACCH）计划。样本包括六名住院儿童，他们的ID水平从轻度到重度不等。我们采用混合方法评估他们在治疗期间和三个月后的进展。结果显示，除了那些ID深刻的儿童和治疗师对人形机器人的积极态度外，儿童的毛运动模仿技能有所提高。此外，治疗师建议如何使用机器人自主收集和分析康复训练中获得的信息，以便对参与者进行持续评估。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Interaction Studies Multiple-

CiteScore

3.30

自引率

6.70%

发文量

期刊介绍： This international peer-reviewed journal aims to advance knowledge in the growing and strongly interdisciplinary area of Interaction Studies in biological and artificial systems. Understanding social behaviour and communication in biological and artificial systems requires knowledge of evolutionary, developmental and neurobiological aspects of social behaviour and communication; the embodied nature of interactions; origins and characteristics of social and narrative intelligence; perception, action and communication in the context of dynamic and social environments; social learning.