Reflections from a Long-term Deployment Study to Design Novel Interactive Surfaces for Children with Autism

2015 ◽  
pp. 167-176 ◽  
Author(s):  
Franceli L. Cibrian ◽  
Deysi H. Ortega ◽  
Lizbeth Escobedo ◽  
Monica Tentori
Keyword(s):  
Children With Autism ◽  
Interactive Surfaces

A long-term study of children with autism playing with a robotic pet

2009 ◽  
Vol 10 (3) ◽  
pp. 324-373 ◽  
Author(s):  
Dorothée François ◽  
Stuart Powell ◽  
Kerstin Dautenhahn
Keyword(s):  
Play Therapy ◽  
Methodological Approach ◽  
School Setting ◽  
Children With Autism ◽  
Human Robot Interaction ◽  
Three Dimensions ◽  
Robot Assisted ◽  
Term Study ◽  
Long Term Study

This paper presents a novel methodological approach of how to design, conduct and analyse robot-assisted play. This approach is inspired by nondirective play therapy. The experimenter participates in the experiments, but the child remains the main leader for play. Besides, beyond inspiration from non-directive play therapy, this approach enables the experimenter to regulate the interaction under specific conditions in order to guide the child or ask her questions about reasoning or affect related to the robot. This approach has been tested in a long-term study with six children with autism in a school setting. An autonomous robot with zoomorphic, dog-like appearance was used in the studies. The children’s progress was analyzed according to three dimensions, namely, Play, Reasoning and Affect. Results from the case-study evaluations have shown the capability of the method to meet each child’s needs and abilities. Children who mainly played solitarily progressively experienced basic imitation games with the experimenter. Children who proactively played socially progressively experienced higher levels of play and constructed more reasoning related to the robot. They also expressed some interest in the robot, including, on occasion, affect. Keywords: Human–Robot Interaction, Robot-Mediated Therapy, Robot-Assisted Play, Non-Directive Play Therapy, Assistive Technology, Autism, Children

scholarly journals Developing a protocol and experimental setup for using a humanoid robot to assist children with autism to develop visual perspective taking skills

2019 ◽  
Vol 10 (1) ◽  
pp. 167-179 ◽  
Author(s):  
Luke Jai Wood ◽  
Ben Robins ◽  
Gabriella Lakatos ◽  
Dag Sverre Syrdal ◽  
Abolfazl Zaraki ◽  
...  
Keyword(s):  
Perspective Taking ◽  
Humanoid Robot ◽  
Children With Autism ◽  
Fundamental Aspect ◽  
Visual Perspective ◽  
Inclusion Criteria ◽  
Future Studies ◽  
Visual Perspective Taking ◽  
The World

AbstractVisual Perspective Taking (VPT) is the ability to see the world from another person’s perspective, taking into account what they see and how they see it, drawing upon both spatial and social information. Children with autism often find it difficult to understand that other people might have perspectives, viewpoints, beliefs and knowledge that are different from their own, which is a fundamental aspect of VPT. In this research we aimed to develop a methodology to assist children with autism develop their VPT skills using a humanoid robot and present results from our first long-term pilot study. The games we devised were implemented with the Kaspar robot and, to our knowledge, this is the first attempt to improve the VPT skills of children with autism through playing and interacting with a humanoid robot.We describe in detail the standard pre- and post-assessments that we performed with the children in order to measure their progress and also the inclusion criteria derived fromthe results for future studies in this field. Our findings suggest that some children may benefit from this approach of learning about VPT, which shows that this approach merits further investigation.

Preliminary clinical outcomes of a short-term low-intensity Early Start Denver Model implemented in the Taiwanese public health system

Autism ◽  
2020 ◽  
Vol 24 (5) ◽  
pp. 1300-1306
Author(s):  
Tzu-Ling Lin ◽  
Chung-Hsin Chiang ◽  
Suk Yin Ho ◽  
Hsin-Chi Wu ◽  
Ching-Ching Wong
Keyword(s):  
Autism Spectrum Disorder ◽  
Young Children ◽  
Public Health System ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Early Start ◽  
Early Start Denver Model ◽  
Young Children With Autism

The Early Start Denver Model is an evidence-based, comprehensive naturalistic developmental behavioral intervention. Randomized controlled studies indicate that long-term, high-intensity Early Start Denver Model in home-based settings can positively impact the clinical outcomes of young children with autism spectrum disorder. However, it is difficult to deliver high-intensity early intervention in an under-resourced country such as Taiwan. This study evaluated the effects of implementing the Early Start Denver Model with adaptations (including low intensity, shorter duration, and delivery in general hospitals by multidisciplinary professionals) within the Taiwanese public health system. A pre- and post-intervention study was conducted. Sixteen children with autism spectrum disorder (mean age of 33.5 months) received 6 months of one-on-one Early Start Denver Model intervention (approximately 8 h per week). The children showed significant post-intervention improvements in language and overall cognitive functioning and reduced symptom severity in communication and play. This study suggests that delivering the Early Start Denver Model in community-based hospitals may be an effective intervention, with a wider reach, for young children with autism spectrum disorder in Taiwan. The next steps in Taiwan are to incorporate a control group and assess the long-term effects of the adapted Taiwanese Early Start Denver Model program. Lay Abstract The Early Start Denver Model is a comprehensive naturalistic developmental behavioral intervention for young children with autism spectrum disorder. Rigorous studies indicate that long-term, high-intensity Early Start Denver Model in home-based settings can help young children with autism spectrum disorder have great progress in language, cognitive development, and adaptive skills and reduce overall symptom severity. In accordance with the current limitations in resourcing for early intervention in Taiwan, this study evaluated the effects of implementing the Early Start Denver Model in the Taiwanese public health system with some adaptations, including lower intensity, shorter duration, and delivery in general hospitals. A total of 16 children with autism spectrum disorder, aged between 25 and 46 months, received approximately 8 h per week one-on-one Early Start Denver Model intervention. After 6 months of intervention, the children showed great improvements in language and overall cognitive functioning and reduced symptom severity in communication and play. This study suggests that directly delivering the Early Start Denver Model in community-based hospitals may be an effective intervention, which can make more young children with autism spectrum disorder in Taiwan access the Early Start Denver Model service.

scholarly journals Long-Term Treatment Outcomes of PEERS® for Preschoolers: A Parent-Mediated Social Skills Training Program for Children with Autism Spectrum Disorder

2021 ◽  
Author(s):  
Isita Tripathi ◽  
Jasper A. Estabillo ◽  
Christine T. Moody ◽  
Elizabeth A. Laugeson
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Skills ◽  
Training Program ◽  
Social Skills Training ◽  
Children With Autism ◽  
Skills Training ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Social Challenges

AbstractAlthough parent-assisted social skills interventions may reduce early social challenges in preschool-aged children with autism spectrum disorder (ASD), limited research has explored whether intervention gains maintain several years after treatment. This study examined the durability of PEERS® for Preschoolers, a parent-mediated social skills training program for preschool-aged children with ASD and other social challenges. Twenty-nine parents reported on child and family outcomes 1–5 years following treatment. Results demonstrated maintenance of treatment gains on measures of ASD-related social impairments including social communication, social responsiveness, social motivation, and peer engagement. Post-treatment improvements in problem behaviors and parenting stress were not maintained at long-term follow-up. Implications of these results are discussed.

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