Use of Humanoid Robots for Students With Intellectual Disabilities

2022 ◽  
pp. 1181-1196
Author(s):  
Ayşe Tuna ◽  
Emine Ahmetoğlu
Keyword(s):  
Intellectual Disabilities ◽  
Situation Awareness ◽  
Humanoid Robots ◽  
Autism Spectrum ◽  
Physical Activities ◽  
Future Research ◽  
Educational Goals ◽  
Future Research Directions ◽  
Students With Autism ◽  
Students With Intellectual Disabilities

In parallel with the significant developments in robotics, humanoid robots have become popular recently. It is known that when humanoid robots are used for educational goals, students become more interested in learning activities, develop better situation awareness through exercises and physical activities, and learn more effectively. Therefore, humanoid robots will possibly play a key role in education in the future. Since humanoid robots have enhanced social skills, are able to repeat a particular sequence many times, and provide real-time feedback, they can improve the engagement of students with intellectual disabilities and may find significant acceptance in specific target groups, such as students with autism spectrum disorder. In this chapter, the authors investigate the use of humanoid robots for students with intellectual disabilities and review existing approaches in this domain. In addition, limitations and challenges to the use of humanoid robots for educational goals are discussed. Finally, the authors investigate research challenges in this domain and state future research directions.

Use of Humanoid Robots for Students With Intellectual Disabilities

2019 ◽  
pp. 208-228
Author(s):  
Ayşe Tuna ◽  
Emine Ahmetoğlu
Keyword(s):  
Intellectual Disabilities ◽  
Situation Awareness ◽  
Humanoid Robots ◽  
Autism Spectrum ◽  
Physical Activities ◽  
Future Research ◽  
Educational Goals ◽  
Future Research Directions ◽  
Students With Autism ◽  
Students With Intellectual Disabilities

In parallel with the significant developments in robotics, humanoid robots have become popular recently. It is known that when humanoid robots are used for educational goals, students become more interested in learning activities, develop better situation awareness through exercises and physical activities, and learn more effectively. Therefore, humanoid robots will possibly play a key role in education in the future. Since humanoid robots have enhanced social skills, are able to repeat a particular sequence many times, and provide real-time feedback, they can improve the engagement of students with intellectual disabilities and may find significant acceptance in specific target groups, such as students with autism spectrum disorder. In this chapter, the authors investigate the use of humanoid robots for students with intellectual disabilities and review existing approaches in this domain. In addition, limitations and challenges to the use of humanoid robots for educational goals are discussed. Finally, the authors investigate research challenges in this domain and state future research directions.

Synthesis

2020 ◽  
pp. 421-428
Author(s):  
Lauren Brookman-Frazee ◽  
Amy Drahota ◽  
Colby Chlebowski ◽  
Yael Koenig ◽  
Katherine Nguyen Williams ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Future Research ◽  
Research Directions ◽  
Course Assessment ◽  
Academic Partnerships ◽  
Assessment And Treatment ◽  
Important Field ◽  
Future Research Directions ◽  
Psychiatric Conditions

Recent research and clinical attention devoted to co-occurring psychiatric conditions within autism spectrum disorder (ASD) has led to significant advances in the understanding of and ability to assess and treat co-occurring problems effectively. This chapter summarizes those advances while also highlighting the substantial gaps that remain in the understanding of co-occurring problems in people with ASD. The chapter provides recommendations for future research directions in the areas of etiology, developmental course, assessment, and treatment. It also offers suggestions for improving the representativeness of research participants and strengthening community–academic partnerships in this important field of study.

scholarly journals Effects of an Interview Article Writing Intervention Using Class-wide SNS on Writing Abilities and Self-Esteem of Students With Intellectual Disabilities and Peers’ Attitudes

2018 ◽  
Vol 34 (1) ◽  
pp. 27-40
Author(s):  
Zihyun Lim ◽  
Suk-Hyang Lee
Keyword(s):  
Middle School Students ◽  
Intellectual Disabilities ◽  
Writing Skills ◽  
Self Esteem ◽  
Future Research ◽  
Writing Intervention ◽  
School Students ◽  
Baseline Design ◽  
Students With Intellectual Disabilities ◽  
Multiple Probe

This study was to investigate the effects of a process-based approach to writing interview articles using class-wide social network site (SNS) on the writing abilities and self-esteem of middle school students with intellectual disabilities. It also aimed at investigating these effects on attitudes of the students’ peers who were interviewed. A multiple probe baseline design across participants was employed to assess the writing abilities of three students with intellectual disabilities. A one-group pre- and posttest design was used to examine the changes in the attitudes of peers toward the students with intellectual disabilities. The intervention improved the writing abilities of the three participants along with increases of their self-esteem. The participants’ peers in the inclusive classrooms also showed positive changes in their attitudes toward the students with intellectual disabilities. This study has significance in that teaching interview article writing using class-wide SNS was effective not only in promoting the writing skills of students with intellectual disabilities but in improving their peers’ attitudes toward them. Implications and directions for future research are discussed.

Efficacy of a School-Based Comprehensive Intervention Program for Adolescents With Autism

2021 ◽  
pp. 001440292110625
Author(s):  
Kara Hume ◽  
Samuel L. Odom ◽  
Jessica R. Steinbrenner ◽  
Leann Smith DaWalt ◽  
Laura J. Hall ◽  
...  
Keyword(s):  
High School Students ◽  
Intervention Program ◽  
School Context ◽  
Autism Spectrum ◽  
Future Research ◽  
Educational Goals ◽  
School Students ◽  
Cluster Randomized Control Trial ◽  
Comprehensive Intervention ◽  
Cluster Randomized

We tested the efficacy of a comprehensive intervention program designed for high school students across the autism spectrum, the Center on Secondary Education for Students with Autism (CSESA) model, in a cluster randomized control trial involving 60 high schools in three states (California, North Carolina, Wisconsin), with implementation occurring over a 2-year period. We examined outcomes for the schools, students ( N = 547), and families. At the conclusion of the study, CSESA schools had significantly higher program quality than the services-as-usual (SAU) schools. In addition, students in the CSESA schools had significantly higher total attainment of educational goals than students in SAU schools. There were not significant differences between the two groups on standardized assessment outcomes. We discuss implications for intervention implementation and future research with this population in the public school context.

Enhancing Life Skills of Children and Adolescents With Autism Spectrum Disorder and Intellectual Disabilities Through Technological Supports

2020 ◽  
pp. 41-62
Author(s):  
Fabrizio Stasolla ◽  
Anna Passaro
Keyword(s):  
Intellectual Disabilities ◽  
Children And Adolescents ◽  
Communication Skills ◽  
Challenging Behavior ◽  
Emotional Regulation ◽  
Life Skills ◽  
Social Inclusion ◽  
Autism Spectrum ◽  
Future Research ◽  
Adolescents With Autism

This chapter provides the reader with the newest empirical contributions available on the use of assistive technology-based interventions aimed at enhancing life skills of children and adolescents with autism spectrum disorders and developmental or intellectual disabilities. A selective overview along the last decade was carried out. Eighteen studies were reviewed, and 155 participants were involved. Five main categories of studies were identified, namely (1) emotional regulation, (2) communication skills, (3) academic performance, (4) social inclusion, and (5) challenging behavior. Results were fairly positive, although occasional failures occurred. Clinical, educational, psychological, and rehabilitative implications of the findings were critically discussed. Some useful guidelines for future research and practice were highlighted.

Enhancing Life Skills of Children and Adolescents With Autism Spectrum Disorder and Intellectual Disabilities Through Technological Supports

2022 ◽  
pp. 971-992
Author(s):  
Fabrizio Stasolla ◽  
Anna Passaro
Keyword(s):  
Intellectual Disabilities ◽  
Children And Adolescents ◽  
Communication Skills ◽  
Challenging Behavior ◽  
Emotional Regulation ◽  
Life Skills ◽  
Social Inclusion ◽  
Autism Spectrum ◽  
Future Research ◽  
Adolescents With Autism

This chapter provides the reader with the newest empirical contributions available on the use of assistive technology-based interventions aimed at enhancing life skills of children and adolescents with autism spectrum disorders and developmental or intellectual disabilities. A selective overview along the last decade was carried out. Eighteen studies were reviewed, and 155 participants were involved. Five main categories of studies were identified, namely (1) emotional regulation, (2) communication skills, (3) academic performance, (4) social inclusion, and (5) challenging behavior. Results were fairly positive, although occasional failures occurred. Clinical, educational, psychological, and rehabilitative implications of the findings were critically discussed. Some useful guidelines for future research and practice were highlighted.

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