Robotics Applications in the Training of Children With Autism Spectrum Disorders

2022 ◽  
pp. 90-107
Author(s):  
Eleni Gkiolnta
Keyword(s):  
Autism Spectrum Disorders ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Literacy Skills ◽  
Assistive Robotics ◽  
School Aged Children ◽  
Inclusive Settings ◽  
Spectrum Disorders ◽  
Autism Interventions ◽  
Robotic Tools

Children with autism spectrum disorders encounter many difficulties in their social interactions with other people. Impairments in verbal and non-verbal communication, as well as repetitive and stereotypical behaviors, are some of the most common characteristics of this disorder. Along with other treatments and methods, the use of robotics is a relatively new and promising field, which can be implemented in most classrooms. Socially assistive robotics (SAR) is a subcategory of robotic technology that emanated from social robotics and assistive robotics. SAR can be used to enhance literacy skills, social communication, adaptive behaviors, and emotion recognition. In this chapter, the authors discuss some of the most popular robotic tools used in autism interventions for school-aged children, as well as ways to implement robotic partners in inclusive settings.

Relationships Between the Participation Levels of Children With Autism Spectrum Disorders and the Time They Spend in Resource Rooms in Taiwan

2021 ◽  
Vol 75 (Supplement_2) ◽  
pp. 7512510287p1-7512510287p1
Author(s):  
Chiao-Ju Fang
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum Disorders ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Significant Relationships ◽  
Children With Asd ◽  
Inclusive Settings ◽  
Spectrum Disorders ◽  
Resource Rooms ◽  
Primary Author

Abstract Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations. The aim of this study was to help educators and clinicians better understand how the amount of time children with autism spectrum disorder (ASD) spend in resource rooms affects their participation levels in inclusive educational settings in Taiwan. No statistically significant relationships were found. This study provides professionals with a model for assessing how resource rooms impact the participation levels of children with ASD in inclusive settings. Primary Author and Speaker: Chiao-Ju Fang

Effects of Shared Reading on the Early Language and Literacy Skills of Children With Autism Spectrum Disorders: A Systematic Review

2019 ◽  
Vol 34 (4) ◽  
pp. 205-214 ◽  
Author(s):  
Susannah A. Boyle ◽  
David McNaughton ◽  
Shelley E. Chapin
Keyword(s):  
Autism Spectrum Disorders ◽  
Meta Analysis ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Literacy Skills ◽  
Shared Reading ◽  
Language And Literacy ◽  
Early Language ◽  
Positive Effects ◽  
Spectrum Disorders

Children with autism spectrum disorders (ASDs) often demonstrate delays in early language and literacy skills. Shared reading, the practice of adults reading aloud to children while using behaviors (e.g., asking questions) that are meant to promote interaction between the adult and child, is an intervention that has had positive effects on those early skills for typically developing children. A meta-analysis of 11 shared reading interventions with children with ASD was conducted, and positive effects were found for listening comprehension, expressive communication, and other communicative and noncommunicative acts.

Time-Based Prospective Memory in Children With Autism Spectrum Disorder

2009 ◽  
Vol 10 (1) ◽  
pp. 52-58 ◽  
Author(s):  
Mareike Altgassen ◽  
Tim I. Williams ◽  
Sven Bölte ◽  
Matthias Kliegel
Keyword(s):  
Autism Spectrum Disorders ◽  
Prospective Memory ◽  
Memory Task ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Prospective Memory Task ◽  
Visuospatial Working Memory ◽  
School Aged Children ◽  
Spectrum Disorders ◽  
First Time

AbstractIn this study, for the first time, prospective memory was investigated in 11 school-aged children with autism spectrum disorders and 11 matched neurotypical controls. A computerised time-based prospective memory task was embedded in a visuospatial working memory test and required participants to remember to respond to certain target times. Controls had significantly more correct prospective memory responses than the autism spectrum group. Moreover, controls checked the time more often and increased time-monitoring more steeply as the target times approached. These differences in time-checking may suggest that prospective memory in autism spectrum disorders is affected by reduced self-initiated processing as indicated by reduced task monitoring.

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