Using a social robot to teach gestural recognition and production in children with autism spectrum disorders
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AbstractWhile it has been argued that children with autism spectrum disorders are responsive to robot-like toys, very little research has examined the impact of robot-based intervention on gesture use. These children have delayed gestural development. We used a social robot in two phases to teach them to recognize and produce eight pantomime gestures that expressed feelings and needs. Compared to the children in the wait-list control group (N = 6), those in the intervention group (N = 7) were more likely to recognize gestures and to gesture accurately in trained and untrained scenarios. They also generalized the acquired recognition (but not production) skills to human-to-human interaction. The benefits and limitations of robot-based intervention for gestural learning were highlighted.
- Implications for Rehabilitation
- Compared to typically-developing children, children with autism spectrum disorders have delayed development of gesture comprehension and production.
- Robot-based intervention program was developed to teach children with autism spectrum disorders recognition (Phase I) and production (Phase II) of eight pantomime gestures that expressed feelings and needs.
- Children in the intervention group (but not in the wait-list control group) were able to recognize more gestures in both trained and untrained scenarios and generalize the acquired gestural recognition skills to human-to-human interaction.
- Similar findings were reported for gestural production except that there was no strong evidence showing children in the intervention group could produce gestures accurately in human-to-human interaction.
Acceptance Date04/07/2017
All Author(s) ListWing-Chee So, Miranda Kit-Yi Wong, Carrie Ka-Yee Lam, Wan-Yi Lam, Anthony Tsz-Fung Chui, Tsz-Lok Lee, Hoi-Man Ng, Chun-Hung Chan, Daniel Chun-Wing Fok
Journal nameDisability and Rehabilitation: Assistive Technology
Year2018
Volume Number13
Issue Number6
Pages527 - 539
ISSN1748-3107
eISSN1748-3115
LanguagesEnglish-United States

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