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Mapping Robots to Therapy and Educational Objectives for Children with Autism Spectrum Disorder / Claire A. G. J. HUIJNEN in Journal of Autism and Developmental Disorders, 46-6 (June 2016)
[article]
Titre : Mapping Robots to Therapy and Educational Objectives for Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Claire A. G. J. HUIJNEN, Auteur ; Monique A. S. LEXIS, Auteur ; Rianne JANSENS, Auteur ; Luc P. DE WITTE, Auteur Article en page(s) : p.2100-2114 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder (ASD) Children Therapy and education objectives Robots Index. décimale : PER Périodiques Résumé : The aim of this study was to increase knowledge on therapy and educational objectives professionals work on with children with autism spectrum disorder (ASD) and to identify corresponding state of the art robots. Focus group sessions (n = 9) with ASD professionals (n = 53) from nine organisations were carried out to create an objectives overview, followed by a systematic literature study to identify state of the art robots matching these objectives. Professionals identified many ASD objectives (n = 74) in 9 different domains. State of the art robots addressed 24 of these objectives in 8 domains. Robots can potentially be applied to a large scope of objectives for children with ASD. This objectives overview functions as a base to guide development of robot interventions for these children. En ligne : http://dx.doi.org/10.1007/s10803-016-2740-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288
in Journal of Autism and Developmental Disorders > 46-6 (June 2016) . - p.2100-2114[article] Mapping Robots to Therapy and Educational Objectives for Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Claire A. G. J. HUIJNEN, Auteur ; Monique A. S. LEXIS, Auteur ; Rianne JANSENS, Auteur ; Luc P. DE WITTE, Auteur . - p.2100-2114.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-6 (June 2016) . - p.2100-2114
Mots-clés : Autism spectrum disorder (ASD) Children Therapy and education objectives Robots Index. décimale : PER Périodiques Résumé : The aim of this study was to increase knowledge on therapy and educational objectives professionals work on with children with autism spectrum disorder (ASD) and to identify corresponding state of the art robots. Focus group sessions (n = 9) with ASD professionals (n = 53) from nine organisations were carried out to create an objectives overview, followed by a systematic literature study to identify state of the art robots matching these objectives. Professionals identified many ASD objectives (n = 74) in 9 different domains. State of the art robots addressed 24 of these objectives in 8 domains. Robots can potentially be applied to a large scope of objectives for children with ASD. This objectives overview functions as a base to guide development of robot interventions for these children. En ligne : http://dx.doi.org/10.1007/s10803-016-2740-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288 The Effect of Robot-Child Interactions on Social Attention and Verbalization Patterns of Typically Developing Children and Children With Autism Between 4 and 8 Years / Sudha SRINIVASAN in Autism - Open Access, 3-2 (September 2013)
[article]
Titre : The Effect of Robot-Child Interactions on Social Attention and Verbalization Patterns of Typically Developing Children and Children With Autism Between 4 and 8 Years Type de document : Texte imprimé et/ou numérique Auteurs : Sudha SRINIVASAN, Auteur ; Anjana N. BHAT, Auteur Année de publication : 2013 Article en page(s) : 7 p. Langues : Anglais (eng) Mots-clés : Robots Social Attention Imitation Verbalization Communication Autism Children Index. décimale : PER Périodiques Résumé : 1.1 Background: There is anecdotal evidence for the use of robots to facilitate prosocial behaviors such as joint attention and verbalization in children with Autism Spectrum Disorders (ASDs). However, there have been no normative data in typically developing children to evaluate the effects of robot-child interactions on social and communication skills.
1.2 Objectives: The aim of our study was to evaluate the changes in social attention and verbalization skills of 15 typically developing (TD) children using a structured 8-session imitation protocol within a robot-adult-child context. We further extended this imitation protocol to two children with ASDs.
1.3 Methods: Pretest, session1, session 4, session 8, and posttest sessions were coded for attention patterns and the duration of verbalization of the children.
1.4 Results: TD children directed maximum attention towards the robot during training; however, they were bored with the limited repertoire of the robot over time. The training context also facilitated spontaneous verbalization between the child and the trainer. The context of robot-child interactions also afforded social attention and spontaneous verbalization in both children with ASDs.
1.5 Conclusions: Our findings suggest that robot-child interactions may be an enjoyable context for TD children as well as children with ASDs. Our future studies will rigorously examine the use of engaging, robot-child interaction contexts for facilitating social communication skills in children with ASDs.En ligne : http://dx.doi.org/10.4172/2165-7890.1000111 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=228
in Autism - Open Access > 3-2 (September 2013) . - 7 p.[article] The Effect of Robot-Child Interactions on Social Attention and Verbalization Patterns of Typically Developing Children and Children With Autism Between 4 and 8 Years [Texte imprimé et/ou numérique] / Sudha SRINIVASAN, Auteur ; Anjana N. BHAT, Auteur . - 2013 . - 7 p.
Langues : Anglais (eng)
in Autism - Open Access > 3-2 (September 2013) . - 7 p.
Mots-clés : Robots Social Attention Imitation Verbalization Communication Autism Children Index. décimale : PER Périodiques Résumé : 1.1 Background: There is anecdotal evidence for the use of robots to facilitate prosocial behaviors such as joint attention and verbalization in children with Autism Spectrum Disorders (ASDs). However, there have been no normative data in typically developing children to evaluate the effects of robot-child interactions on social and communication skills.
1.2 Objectives: The aim of our study was to evaluate the changes in social attention and verbalization skills of 15 typically developing (TD) children using a structured 8-session imitation protocol within a robot-adult-child context. We further extended this imitation protocol to two children with ASDs.
1.3 Methods: Pretest, session1, session 4, session 8, and posttest sessions were coded for attention patterns and the duration of verbalization of the children.
1.4 Results: TD children directed maximum attention towards the robot during training; however, they were bored with the limited repertoire of the robot over time. The training context also facilitated spontaneous verbalization between the child and the trainer. The context of robot-child interactions also afforded social attention and spontaneous verbalization in both children with ASDs.
1.5 Conclusions: Our findings suggest that robot-child interactions may be an enjoyable context for TD children as well as children with ASDs. Our future studies will rigorously examine the use of engaging, robot-child interaction contexts for facilitating social communication skills in children with ASDs.En ligne : http://dx.doi.org/10.4172/2165-7890.1000111 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=228 A comparison of the effects of rhythm and robotic interventions on repetitive behaviors and affective states of children with Autism Spectrum Disorder (ASD) / Sudha M. SRINIVASAN in Research in Autism Spectrum Disorders, 18 (October 2015)
[article]
Titre : A comparison of the effects of rhythm and robotic interventions on repetitive behaviors and affective states of children with Autism Spectrum Disorder (ASD) Type de document : Texte imprimé et/ou numérique Auteurs : Sudha M. SRINIVASAN, Auteur ; Isabel K. PARK, Auteur ; Linda B. NEELLY, Auteur ; Anjana N. BHAT, Auteur Article en page(s) : p.51-63 Langues : Anglais (eng) Mots-clés : Music Rhythm Robots Autism Repetitive behaviors Affective states Multisystem interventions Index. décimale : PER Périodiques Résumé : Abstract Repetitive behaviors and poor affect regulation are commonly seen in children with Autism Spectrum Disorder (ASD). We compared the effects of two novel interventions—rhythm and robotic therapies, with those of a standard-of-care intervention, on the repetitive behaviors and affective states of 36 children with ASD between 5 and 12 years using a randomized controlled trial design. We coded for frequencies of sensory, negative, and stereotyped behaviors and the duration of positive, negative, and interested affective states in children during early, mid, and late training sessions. In terms of repetitive behaviors, in the early session, the rhythm and robot groups engaged in greater negative behaviors, whereas the comparison group engaged in greater sensory behaviors. With training, the rhythm group reduced negative behaviors whereas there were no training-related changes in the other groups. In terms of affective states, the rhythm and robot groups showed greater negative affect, whereas the comparison group demonstrated greater interested affect across all sessions. With training, the rhythm group showed a reduction in negative affect and an increase in interested affect whereas the robot group showed a reduction in positive affect. Overall, it appears that rhythm-based interventions are socially engaging treatment tools to target core impairments in autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.07.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=268
in Research in Autism Spectrum Disorders > 18 (October 2015) . - p.51-63[article] A comparison of the effects of rhythm and robotic interventions on repetitive behaviors and affective states of children with Autism Spectrum Disorder (ASD) [Texte imprimé et/ou numérique] / Sudha M. SRINIVASAN, Auteur ; Isabel K. PARK, Auteur ; Linda B. NEELLY, Auteur ; Anjana N. BHAT, Auteur . - p.51-63.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 18 (October 2015) . - p.51-63
Mots-clés : Music Rhythm Robots Autism Repetitive behaviors Affective states Multisystem interventions Index. décimale : PER Périodiques Résumé : Abstract Repetitive behaviors and poor affect regulation are commonly seen in children with Autism Spectrum Disorder (ASD). We compared the effects of two novel interventions—rhythm and robotic therapies, with those of a standard-of-care intervention, on the repetitive behaviors and affective states of 36 children with ASD between 5 and 12 years using a randomized controlled trial design. We coded for frequencies of sensory, negative, and stereotyped behaviors and the duration of positive, negative, and interested affective states in children during early, mid, and late training sessions. In terms of repetitive behaviors, in the early session, the rhythm and robot groups engaged in greater negative behaviors, whereas the comparison group engaged in greater sensory behaviors. With training, the rhythm group reduced negative behaviors whereas there were no training-related changes in the other groups. In terms of affective states, the rhythm and robot groups showed greater negative affect, whereas the comparison group demonstrated greater interested affect across all sessions. With training, the rhythm group showed a reduction in negative affect and an increase in interested affect whereas the robot group showed a reduction in positive affect. Overall, it appears that rhythm-based interventions are socially engaging treatment tools to target core impairments in autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.07.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=268 Introduction to Technologies in the Daily Lives of Individuals with Autism / Frederick SHIC in Journal of Autism and Developmental Disorders, 45-12 (December 2015)
[article]
Titre : Introduction to Technologies in the Daily Lives of Individuals with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Frederick SHIC, Auteur ; Matthew GOODWIN, Auteur Année de publication : 2015 Article en page(s) : p.3773-3776 Langues : Anglais (eng) Mots-clés : Technologie Applications Technology Robots Games Apps Mobile Computers Ubiquitous computing Index. décimale : PER Périodiques Résumé : In this introduction to the Special Issue on Technology we explore the continued evolution of technologies designed to help individuals with autism. Through review articles, empirical reports, and perspectives, we examine how far the field has come and how much further we still can go. Notably, even as we highlight the continuing need for larger empirical studies of autism-focused technology, we note how improvements in the portability, sophistication, ubiquity, and reach of daily technologies are providing new opportunities for research, education, enhancement, knowledge, and inspiration. We conclude by discussing how the next generation of technologies may leverage the increasing promise of big-data approaches to move us towards a future where technology is more personal, more relevant, and pervasively transformative. En ligne : http://dx.doi.org/10.1007/s10803-015-2640-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=273
in Journal of Autism and Developmental Disorders > 45-12 (December 2015) . - p.3773-3776[article] Introduction to Technologies in the Daily Lives of Individuals with Autism [Texte imprimé et/ou numérique] / Frederick SHIC, Auteur ; Matthew GOODWIN, Auteur . - 2015 . - p.3773-3776.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-12 (December 2015) . - p.3773-3776
Mots-clés : Technologie Applications Technology Robots Games Apps Mobile Computers Ubiquitous computing Index. décimale : PER Périodiques Résumé : In this introduction to the Special Issue on Technology we explore the continued evolution of technologies designed to help individuals with autism. Through review articles, empirical reports, and perspectives, we examine how far the field has come and how much further we still can go. Notably, even as we highlight the continuing need for larger empirical studies of autism-focused technology, we note how improvements in the portability, sophistication, ubiquity, and reach of daily technologies are providing new opportunities for research, education, enhancement, knowledge, and inspiration. We conclude by discussing how the next generation of technologies may leverage the increasing promise of big-data approaches to move us towards a future where technology is more personal, more relevant, and pervasively transformative. En ligne : http://dx.doi.org/10.1007/s10803-015-2640-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=273 The effects of embodied rhythm and robotic interventions on the spontaneous and responsive social attention patterns of children with autism spectrum disorder (ASD): A pilot randomized controlled trial / Sudha M. SRINIVASAN in Research in Autism Spectrum Disorders, 27 (July 2016)
[article]
Titre : The effects of embodied rhythm and robotic interventions on the spontaneous and responsive social attention patterns of children with autism spectrum disorder (ASD): A pilot randomized controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : Sudha M. SRINIVASAN, Auteur ; Inge-Marie EIGSTI, Auteur ; Linda NEELLY, Auteur ; Anjana N. BHAT, Auteur Article en page(s) : p.54-72 Langues : Anglais (eng) Mots-clés : Rhythm Robots Attention Autism Embodied interventions Index. décimale : PER Périodiques Résumé : Abstract We compared the effects of 8-weeks of rhythm and robotic interventions with those of a comparison, standard-of-care intervention, on the spontaneous and responsive social attention patterns of school-age children with autism spectrum disorder. Attention patterns were examined within a standardized pretest/posttest measure of joint attention (JA) and a training-specific social attention measure during early, mid, and late training sessions. The rhythm and comparison groups demonstrated improvements in JA. Social attention was greater in the rhythm followed by the robot and lastly the comparison group. The robot and comparison groups spent maximum time fixating on the robot and objects, respectively. Across sessions, the robot group decreased attention to the robot and increased attention to elsewhere. Overall, rhythmic movement contexts afford sustained social monitoring in children with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.01.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289
in Research in Autism Spectrum Disorders > 27 (July 2016) . - p.54-72[article] The effects of embodied rhythm and robotic interventions on the spontaneous and responsive social attention patterns of children with autism spectrum disorder (ASD): A pilot randomized controlled trial [Texte imprimé et/ou numérique] / Sudha M. SRINIVASAN, Auteur ; Inge-Marie EIGSTI, Auteur ; Linda NEELLY, Auteur ; Anjana N. BHAT, Auteur . - p.54-72.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 27 (July 2016) . - p.54-72
Mots-clés : Rhythm Robots Attention Autism Embodied interventions Index. décimale : PER Périodiques Résumé : Abstract We compared the effects of 8-weeks of rhythm and robotic interventions with those of a comparison, standard-of-care intervention, on the spontaneous and responsive social attention patterns of school-age children with autism spectrum disorder. Attention patterns were examined within a standardized pretest/posttest measure of joint attention (JA) and a training-specific social attention measure during early, mid, and late training sessions. The rhythm and comparison groups demonstrated improvements in JA. Social attention was greater in the rhythm followed by the robot and lastly the comparison group. The robot and comparison groups spent maximum time fixating on the robot and objects, respectively. Across sessions, the robot group decreased attention to the robot and increased attention to elsewhere. Overall, rhythmic movement contexts afford sustained social monitoring in children with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.01.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289 The effects of embodied rhythm and robotic interventions on the spontaneous and responsive verbal communication skills of children with Autism Spectrum Disorder (ASD): A further outcome of a pilot randomized controlled trial / Sudha M. SRINIVASAN in Research in Autism Spectrum Disorders, 27 (July 2016)
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