Speech characteristics of children with ASD to a humanoid robot and peers

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.

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Exploring the use of a humanoid robot to engage children with Autism Spectrum Disorder (ASD)

10.31234/osf.io/3fvr6 ◽

2017 ◽

Author(s):

Lorenzo Desideri

Keyword(s):

Autism Spectrum Disorder ◽

Autism Spectrum Disorders ◽

Preschool Children ◽

Humanoid Robot ◽

Children With Autism ◽

Educational Interventions ◽

Autism Spectrum ◽

Goal Achievement ◽

Children With Asd ◽

Spectrum Disorders

We present a study aimed at exploring whether a humanoid robot may improve the effectiveness of educational interventions targeting children with autism spectrum disorders (ASD). Preliminary results with three preschool children with ASD indicate that interacting with a humanoid robot facilitate engagement and goal achievement in educational activities.

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Socio-emotional development in high functioning children with Autism Spectrum Disorders using a humanoid robot

Interaction Studies ◽

10.1075/is.15003.cos ◽

2019 ◽

Vol 20 (2) ◽

pp. 205-233 ◽

Cited By ~ 2

Author(s):

Filomena O. Soares ◽

Sandra C. Costa ◽

Cristina P. Santos ◽

Ana Paula S. Pereira ◽

Antoine R. Hiolle ◽

...

Keyword(s):

Autism Spectrum Disorders ◽

Facial Expressions ◽

Humanoid Robot ◽

Children With Autism ◽

Autism Spectrum ◽

Research Support ◽

High Functioning ◽

Emotional Skills ◽

Children With Asd ◽

Spectrum Disorders

Abstract The use of robots had already been proven to encourage the promotion of social interaction and skills lacking in children with Autism Spectrum Disorders (ASD), who typically have difficulties in recognizing facial expressions and emotions. The main goal of this research is to study the influence of a humanoid robot to develop socio-emotional skills in children with ASD. The children’s performance in game scenarios aiming to develop facial expressions recognition skills is presented. Along the sessions, children who performed the game scenarios with the robot and the experimenter had a significantly better performance than the children who performed the game scenarios without the robot. The main conclusions of this research support that a humanoid robot is a useful tool to develop socio-emotional skills in the intervention of children with ASD, due to the engagement and positive learning outcome observed.

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Long-term LEGO therapy with humanoid robot for children with ASD

Expert Systems ◽

10.1111/exsy.12098 ◽

2014 ◽

Vol 32 (6) ◽

pp. 698-709 ◽

Cited By ~ 39

Author(s):

Emilia I. Barakova ◽

Prina Bajracharya ◽

Marije Willemsen ◽

Tino Lourens ◽

Bibi Huskens

Keyword(s):

Humanoid Robot ◽

Children With Asd

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Robot-mediated intervention can assist children with autism to develop visual perspective taking skills

Paladyn Journal of Behavioral Robotics ◽

10.1515/pjbr-2021-0007 ◽

2020 ◽

Vol 12 (1) ◽

pp. 87-101

Author(s):

Gabriella Lakatos ◽

Luke Jai Wood ◽

Dag Sverre Syrdal ◽

Ben Robins ◽

Abolfazl Zaraki ◽

...

Keyword(s):

Perspective Taking ◽

Humanoid Robot ◽

Children With Autism ◽

Autism Spectrum ◽

Fundamental Aspect ◽

Visual Perspective ◽

Children With Asd ◽

Visual Perspective Taking ◽

Perspective Drawing ◽

The World

AbstractIn this work, we tested a recently developed novel methodology to assist children with Autism Spectrum Disorder (ASD) improve their Visual Perspective Taking (VPT) and Theory of Mind (ToM) skills using the humanoid robot Kaspar. VPT is the ability to see the world from another person’s perspective, drawing upon both social and spatial information. Children with ASD often find it difficult to understand that others might have perspectives, viewpoints and beliefs that are different from their own, which is a fundamental aspect of both VPT and ToM. The games we designed were implemented as the first attempt to study if these skills can be improved in children with ASD through interacting with a humanoid robot in a series of trials. The games involved a number of different actions with the common goal of helping the children to see the world from the robot’s perspective. Children with ASD were recruited to the study according to specific inclusion criteria that were determined in a previous pilot study. In order to measure the potential impact of the games on the children, three pre- and post-tests (Smarties, Sally–Anne and Charlie tests) were conducted with the children. Our findings suggest that children with ASD can indeed benefit from this approach of robot-assisted therapy.

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Humanoid Robot-Mediated Communication Teaching for Children With ASD

Education and Technology Support for Children and Young Adults With ASD and Learning Disabilities - Advances in Early Childhood and K-12 Education ◽

10.4018/978-1-7998-7053-1.ch014 ◽

2021 ◽

pp. 275-293

Author(s):

Toyokazu Mizuuchi ◽

Tomohito Yamazaki ◽

Masayoshi Tsuge

Keyword(s):

Special Education ◽

Developmental Disabilities ◽

Communication Skills ◽

Humanoid Robot ◽

Children With Disabilities ◽

Learning Opportunities ◽

Mediated Communication ◽

Tablet Devices ◽

Children With Asd ◽

Ease Of Access

In special education, the use of tablet devices and personal computers has been practiced. The ease of access to ICT hardware and software for children with disabilities and their families is welcome in terms of increased learning opportunities and leisure options for children with developmental disabilities. In this chapter, the examples of children with ASD who have improved their communication skills through the use of some ICTs are presented. An ASD child who was overly afraid of talking to people and overly avoided failing in public were taught communication through programming into a humanoid robot. As a result, they used the robot as a step and eventually collaborated with friends to program a dance and presented the dance with the robot and classmate at a school festival. Finally, the effectiveness and challenges for the future use of ICT in teaching communication with ASD children were described.

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Enriching Human-Robot Interaction with Mobile App in Interventions of Children with Autism Spectrum Disorder

PRILOZI ◽

10.2478/prilozi-2021-0021 ◽

2021 ◽

Vol 42 (2) ◽

pp. 51-59

Author(s):

Tatjana Zorcec ◽

Bojan Ilijoski ◽

Sanja Simlesa ◽

Nevena Ackovska ◽

Monika Rosandic ◽

...

Keyword(s):

Autism Spectrum Disorder ◽

Humanoid Robot ◽

Web Applications ◽

Language Skills ◽

Autism Spectrum ◽

Mobile App ◽

Human Robot Interaction ◽

Spectrum Disorder ◽

Robot Interaction ◽

Children With Asd

Abstract Introduction: Autism spectrum disorder (ASD) is a group of complex lifelong neurodevelopmental disorders, characterized by difficulties in social communication and stereotyped behaviours. Due to the increasing number of children with ASD, it is important to continue developing interventions as well as invent new ones. Human-robot interaction can contribute to better outcomes for these children. There are several robots such as Nao, Kaspar, ZENO, Probo, ZECA, etc. which are used in autism interventions. Many mobile and web applications are in constant growth, too. They target skills such as collaboration, social skills, language skills, social competence, and communication. Aim: To explore the usability of the humanoid robot Kaspar and a complementary app in interventions of children with ASD. Sample: 20 children with ASD, aged between 23 and 76 months old. Method: As an added intervention for this group of children, we used the robot Kaspar and its complementary app. Kaspar is a child-sized humanoid robot that uses bodily expressions, facial expressions, gestures, and pre-recorded speech to interact with a human. Results: This intervention achieved certain positive shifts in eight of the eleven measured developmental domains, such as communication functions and means, turn taking, imitation, language skills, play, attention and daily life skills. The three categories that had inconsiderable improvement are vocalization and speech, cause and effect and coping skills. Conclusion: Based on the measurements before and after the use of Kaspar and its complementary app, there is improvement, primarily in the domains of language, imitation and communication skills and attention.

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Dysarthria Profiles in Adults With Hereditary Ataxia

American Journal of Speech-Language Pathology ◽

10.1044/2018_ajslp-msc18-18-0114 ◽

2019 ◽

Vol 28 (2S) ◽

pp. 915-924 ◽

Cited By ~ 2

Author(s):

Kristie A. Spencer ◽

Mallory Dawson

Keyword(s):

Rating Scales ◽

Feedforward Control ◽

Hereditary Ataxia ◽

Severity Rating ◽

Visual Analog Scales ◽

Speech Characteristics ◽

Ataxic Dysarthria ◽

Preliminary Study

Purpose This preliminary study examined whether speech profiles exist for adults with hereditary ataxia based on 2 competing frameworks: a pattern of instability/inflexibility or a pattern of differential subsystem involvement. Method Four dysarthria experts rated the speech samples of 8 adults with dysarthria from hereditary ataxia using visual analog scales and presence/severity rating scales of speech characteristics. Speaking tasks included diadochokinetics, sustained phonation, and a monologue. Results Speech profiles aligned with the instability/inflexibility framework, with the pattern of instability being the most common. Speech profiles did not emerge for the majority of speakers using the differential subsystem framework. Conclusions The findings extend previous research on pure ataxic dysarthria and suggest a possible framework for understanding the speech heterogeneity associated with the ataxias. The predominance of the instability profile is consistent with the notion of impaired feedforward control in speakers with cerebellar disruption.

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The Influence of Language Context on Repetitive Speech Use in Children With Autism Spectrum Disorder

American Journal of Speech-Language Pathology ◽

10.1044/2019_ajslp-19-00003 ◽

2020 ◽

Vol 29 (1) ◽

pp. 327-334 ◽

Cited By ~ 1

Author(s):

Allison Gladfelter ◽

Cassidy VanZuiden

Keyword(s):

Autism Spectrum Disorder ◽

Autism Spectrum ◽

Individual Characteristics ◽

Receptive Vocabulary ◽

Spectrum Disorder ◽

School Age Children ◽

Social Responsiveness ◽

Contributing Factors ◽

Children With Asd ◽

Language Context

Purpose Although repetitive speech is a hallmark characteristic of autism spectrum disorder (ASD), the contributing factors that influence repetitive speech use remain unknown. The purpose of this exploratory study was to determine if the language context impacts the amount and type of repetitive speech produced by children with ASD. Method As part of a broader word-learning study, 11 school-age children with ASD participated in two different language contexts: storytelling and play. Previously collected language samples were transcribed and coded for four types of repetitive speech: immediate echolalia, delayed echolalia, verbal stereotypy, and vocal stereotypy. The rates and proportions of repetitive speech were compared across the two language contexts using Wilcoxon signed-ranks tests. Individual characteristics were further explored using Spearman correlations. Results The children produced lower rates of repetitive speech during the storytelling context than the play-based context. Only immediate echolalia differed between the two contexts based on rate and approached significance based on proportion, with more immediate echolalia produced in the play-based context than in the storytelling context. There were no significant correlations between repetitive speech and measures of social responsiveness, expressive or receptive vocabulary, or nonverbal intelligence. Conclusions The children with ASD produced less immediate echolalia in the storytelling context than in the play-based context. Immediate echolalia use was not related to social skills, vocabulary, or nonverbal IQ scores. These findings offer valuable insights into better understanding repetitive speech use in children with ASD.

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