TY - JOUR
T1 - The Quantitative Case-by-Case Analyses of the Socio-Emotional Outcomes of Children with ASD in Robot-Assisted Autism Therapy
AU - Telisheva, Zhansaule
AU - Amirova, Aida
AU - Rakhymbayeva, Nazerke
AU - Zhanatkyzy, Aida
AU - Sandygulova, Anara
N1 - Funding Information:
This work was supported by a Nazarbayev University Collaborative Research Program grant (award number 091019CRP2107).
Publisher Copyright:
© 2022 by the authors. Licensee MDPI, Basel, Switzerland.
PY - 2022/6
Y1 - 2022/6
N2 - With its focus on robot-assisted autism therapy, this paper presents case-by-case analyses of socio-emotional outcomes of 34 children aged 3–12 years old, with different cases of Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD). We grouped children by the following characteristics: ASD alone (n = 22), ASD+ADHD (n = 12), verbal (n = 11), non-verbal (n = 23), low-functioning autism (n = 24), and high-functioning autism (n = 10). This paper provides a series of separate quantitative analyses across the first and last sessions, adaptive and non-adaptive sessions, and parent and no-parent sessions, to present child experiences with the NAO robot, during play-based activities. The results suggest that robots are able to interact with children in social ways and influence their social behaviors over time. Each child with ASD is a unique case and needs an individualized approach to practice and learn social skills with the robot. We, finally, present specific child–robot intricacies that affect how children engage and learn over time as well as across different sessions.
AB - With its focus on robot-assisted autism therapy, this paper presents case-by-case analyses of socio-emotional outcomes of 34 children aged 3–12 years old, with different cases of Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD). We grouped children by the following characteristics: ASD alone (n = 22), ASD+ADHD (n = 12), verbal (n = 11), non-verbal (n = 23), low-functioning autism (n = 24), and high-functioning autism (n = 10). This paper provides a series of separate quantitative analyses across the first and last sessions, adaptive and non-adaptive sessions, and parent and no-parent sessions, to present child experiences with the NAO robot, during play-based activities. The results suggest that robots are able to interact with children in social ways and influence their social behaviors over time. Each child with ASD is a unique case and needs an individualized approach to practice and learn social skills with the robot. We, finally, present specific child–robot intricacies that affect how children engage and learn over time as well as across different sessions.
KW - adaptivity
KW - ASD
KW - individual differences
KW - parental presence
KW - robot-mediated therapy
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U2 - 10.3390/mti6060046
DO - 10.3390/mti6060046
M3 - Article
AN - SCOPUS:85139510533
SN - 2414-4088
VL - 6
JO - Multimodal Technologies and Interaction
JF - Multimodal Technologies and Interaction
IS - 6
M1 - 46
ER -