Interactive Therapy Approach Through Collaborative Physical Play Between a Socially Assistive Humanoid Robot and Children with Autism Spectrum Disorder

2016 ◽  
pp. 561-570 ◽  
Author(s):  
Saima Tariq ◽  
Sara Baber ◽  
Asbah Ashfaq ◽  
Yasar Ayaz ◽  
Muhammad Naveed ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Humanoid Robot ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Therapy Approach ◽  
Physical Play

scholarly journals Father communication coaching for children with autism spectrum disorder: A single-subject study

2019 ◽  
Vol 4 ◽  
pp. 239694151987737
Author(s):  
Michelle Flippin
Keyword(s):  
Autism Spectrum Disorder ◽  
Communication Skills ◽  
Parental Stress ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Single Subject ◽  
Post Intervention ◽  
Object Play ◽  
Physical Play

Background and aims Parent-mediated interventions have been shown to be effective for improving communication skills for children with autism spectrum disorder when implemented by mothers. Little is known about the efficacy of autism spectrum disorder communication interventions implemented by fathers. This study investigated the effects of a 12-week coaching program on a father’s use of responsive strategies. Targeted responsive strategies included follow-in comments, follow-in directives, responsive physical play, and responsive object play. Collateral measures of changes to child communication skills and parental stress levels were also investigated. Methods A single subject, multiple baselines across behaviors experiment was conducted with one dyad (i.e. father and child with autism spectrum disorder). Results Results showed that the participating father was able to quickly learn to use three of the four targeted responsive strategies (i.e. follow-in comments, follow-in directives, responsive physical play). Child’s use of single words increased over baseline level and beginning use of multi-word utterances was documented. Pre–post intervention changes in ratings of stress for the participating father and mother were noted across child and parent domains. Conclusions and implications Findings of this pilot study may have important implications for developing much-needed parent coaching programs to enhance fathers’ use of responsive strategies and increase social communication skills for children with autism spectrum disorder.

scholarly journals Case study assessing the feasibility of using a wearable haptic device or humanoid robot to facilitate transitions in occupational therapy sessions for children with autism spectrum disorder

2021 ◽  
Vol 8 ◽  
pp. 205566832110490
Author(s):  
Audrée Jeanne Beaudoin ◽  
Frédérique Pedneault ◽  
Marina Houle ◽  
Cynthia Bilodeau ◽  
Marie-Pier Gauvin ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Occupational Therapy ◽  
Humanoid Robot ◽  
Single Case ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Haptic Device ◽  
Spectrum Disorder ◽  
Children With Asd ◽  
Therapy Sessions

Introduction Some children with autism spectrum disorder (ASD) have difficulties with transitions that may lead to problem behaviours. Although the use of technologies with children with ASD is receiving increasing attention, no study has looked at their effect on transitions in activities of daily living. This study aimed to document the feasibility of (1) using two intervention technologies (NAO humanoid robot or wearable haptic device) separately to facilitate transitions in occupational therapy sessions for children with ASD and (2) the method used to document changes. Methods Using a single case reversal (ABA) design, two children with ASD were randomly assigned to one of the intervention technologies (humanoid robot or haptic bracelet). Each technology was used as an antecedent to stimulate the start of transitions in eight intervention sessions at a private occupational therapy clinic. Data concerning the time required for transitions, child’s behaviours during transitions at the clinic and mother’s perception of the child’s performance in transitions at home were analysed graphically. Results When using technology, both children’s behaviours were appropriate, quick and relatively stable. Also, both mothers reported improved perceptions of their child’s performance in transitions. Conclusions This exploratory study suggests no detrimental effect of using these technologies.

Using a Humanoid Robot as a Complement to Interventions for Children with Autism Spectrum Disorder: a Pilot Study

2018 ◽  
Vol 2 (3) ◽  
pp. 273-285 ◽  
Author(s):  
Lorenzo Desideri ◽  
Marco Negrini ◽  
Massimiliano Malavasi ◽  
Daniela Tanzini ◽  
Aziz Rouame ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Pilot Study ◽  
Humanoid Robot ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder

Instruction Using Augmentative and Alternative Communication Supports: Description of Current Practices by Speech-Language Pathologists Who Work With Children With Autism Spectrum Disorder

2020 ◽  
Vol 29 (2) ◽  
pp. 586-596 ◽  
Author(s):  
Kaitlyn A. Clarke ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Diagnostic Category ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Alternative Communication ◽  
Speech Language Pathologists ◽  
Processing Differences

Purpose The aim of this research study was to examine common practices of speech-language pathologists (SLPs) who work with children with autism spectrum disorder (ASD) with respect to whether or not SLPs consider processing differences in ASD or the effects of input during their instruction. Method Following a qualitative research method, how SLPs instruct and present augmentative and alternative communication systems to individuals with ASD, their rationale for method selection, and their perception of the efficacy of selected interventions were probed. Semistructured interviews were conducted as part of an in-depth case report with content analysis. Results Based on completed interviews, 4 primary themes were identified: (a) instructional method , (b) input provided , (c) decision-making process , and (d) perceived efficacy of treatment . Additionally, one secondary theme, training and education received , was identified . Conclusions Clinicians reported making decisions based on the needs of the child; however, they also reported making decisions based on the diagnostic category that characterized the child (i.e., ASD). The use of modeling when teaching augmentative and alternative communication to individuals with ASD emerged as a theme, but variations in the method of modeling were noted. SLPs did not report regularly considering processing differences in ASD, nor did they consider the effects of input during instruction.

Sign in / Sign up

Export Citation Format

Share Document