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Social Robots as Embedded Reinforcers of Social Behavior in Children with Autism / Elizabeth S. KIM in Journal of Autism and Developmental Disorders, 43-5 (May 2013)
[article]
Titre : Social Robots as Embedded Reinforcers of Social Behavior in Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth S. KIM, Auteur ; Lauren D. BERKOVITS, Auteur ; Emily P. BERNIER, Auteur ; Dan LEYZBERG, Auteur ; Frederick SHIC, Auteur ; Rhea PAUL, Auteur ; Brian SCASSELLATI, Auteur Article en page(s) : p.1038-1049 Langues : Anglais (eng) Mots-clés : Social robots Assistive robots Intervention Embedded reinforcers Index. décimale : PER Périodiques Résumé : In this study we examined the social behaviors of 4- to 12-year-old children with autism spectrum disorders (ASD; N = 24) during three tradic interactions with an adult confederate and an interaction partner, where the interaction partner varied randomly among (1) another adult human, (2) a touchscreen computer game, and (3) a social dinosaur robot. Children spoke more in general, and directed more speech to the adult confederate, when the interaction partner was a robot, as compared to a human or computer game interaction partner. Children spoke as much to the robot as to the adult interaction partner. This study provides the largest demonstration of social human-robot interaction in children with autism to date. Our findings suggest that social robots may be developed into useful tools for social skills and communication therapies, specifically by embedding social interaction into intrinsic reinforcers and motivators. En ligne : http://dx.doi.org/10.1007/s10803-012-1645-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=195
in Journal of Autism and Developmental Disorders > 43-5 (May 2013) . - p.1038-1049[article] Social Robots as Embedded Reinforcers of Social Behavior in Children with Autism [Texte imprimé et/ou numérique] / Elizabeth S. KIM, Auteur ; Lauren D. BERKOVITS, Auteur ; Emily P. BERNIER, Auteur ; Dan LEYZBERG, Auteur ; Frederick SHIC, Auteur ; Rhea PAUL, Auteur ; Brian SCASSELLATI, Auteur . - p.1038-1049.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 43-5 (May 2013) . - p.1038-1049
Mots-clés : Social robots Assistive robots Intervention Embedded reinforcers Index. décimale : PER Périodiques Résumé : In this study we examined the social behaviors of 4- to 12-year-old children with autism spectrum disorders (ASD; N = 24) during three tradic interactions with an adult confederate and an interaction partner, where the interaction partner varied randomly among (1) another adult human, (2) a touchscreen computer game, and (3) a social dinosaur robot. Children spoke more in general, and directed more speech to the adult confederate, when the interaction partner was a robot, as compared to a human or computer game interaction partner. Children spoke as much to the robot as to the adult interaction partner. This study provides the largest demonstration of social human-robot interaction in children with autism to date. Our findings suggest that social robots may be developed into useful tools for social skills and communication therapies, specifically by embedding social interaction into intrinsic reinforcers and motivators. En ligne : http://dx.doi.org/10.1007/s10803-012-1645-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=195 Children with Autism Spectrum Disorders Make a Fruit Salad with Probo, the Social Robot: An Interaction Study / Ramona E. SIMUT in Journal of Autism and Developmental Disorders, 46-1 (January 2016)
[article]
Titre : Children with Autism Spectrum Disorders Make a Fruit Salad with Probo, the Social Robot: An Interaction Study Type de document : Texte imprimé et/ou numérique Auteurs : Ramona E. SIMUT, Auteur ; Johan VANDERFAEILLIE, Auteur ; Andreea PECA, Auteur ; Greet PERRE, Auteur ; Bram VANDERBORGHT, Auteur Année de publication : 2016 Article en page(s) : p.113-126 Langues : Anglais (eng) Mots-clés : Children with ASD Social skills Social robots Interaction Robot assisted therapy Index. décimale : PER Périodiques Résumé : Social robots are thought to be motivating tools in play tasks with children with autism spectrum disorders. Thirty children with autism were included using a repeated measurements design. It was investigated if the children’s interaction with a human differed from the interaction with a social robot during a play task. Also, it was examined if the two conditions differed in their ability to elicit interaction with a human accompanying the child during the task. Interaction of the children with both partners did not differ apart from the eye-contact. Participants had more eye-contact with the social robot compared to the eye-contact with the human. The conditions did not differ regarding the interaction elicited with the human accompanying the child. En ligne : http://dx.doi.org/10.1007/s10803-015-2556-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278
in Journal of Autism and Developmental Disorders > 46-1 (January 2016) . - p.113-126[article] Children with Autism Spectrum Disorders Make a Fruit Salad with Probo, the Social Robot: An Interaction Study [Texte imprimé et/ou numérique] / Ramona E. SIMUT, Auteur ; Johan VANDERFAEILLIE, Auteur ; Andreea PECA, Auteur ; Greet PERRE, Auteur ; Bram VANDERBORGHT, Auteur . - 2016 . - p.113-126.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-1 (January 2016) . - p.113-126
Mots-clés : Children with ASD Social skills Social robots Interaction Robot assisted therapy Index. décimale : PER Périodiques Résumé : Social robots are thought to be motivating tools in play tasks with children with autism spectrum disorders. Thirty children with autism were included using a repeated measurements design. It was investigated if the children’s interaction with a human differed from the interaction with a social robot during a play task. Also, it was examined if the two conditions differed in their ability to elicit interaction with a human accompanying the child during the task. Interaction of the children with both partners did not differ apart from the eye-contact. Participants had more eye-contact with the social robot compared to the eye-contact with the human. The conditions did not differ regarding the interaction elicited with the human accompanying the child. En ligne : http://dx.doi.org/10.1007/s10803-015-2556-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278 Reversal Learning Task in Children with Autism Spectrum Disorder: A Robot-Based Approach / Cristina A. COSTESCU in Journal of Autism and Developmental Disorders, 45-11 (November 2015)
[article]
Titre : Reversal Learning Task in Children with Autism Spectrum Disorder: A Robot-Based Approach Type de document : Texte imprimé et/ou numérique Auteurs : Cristina A. COSTESCU, Auteur ; Bram VANDERBORGHT, Auteur ; Daniel O. DAVID, Auteur Article en page(s) : p.3715-3725 Langues : Anglais (eng) Mots-clés : Cognitive flexibility Social robots Autism spectrum disorder Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) engage in highly perseverative and inflexible behaviours. Technological tools, such as robots, received increased attention as social reinforces and/or assisting tools for improving the performance of children with ASD. The aim of our study is to investigate the role of the robotic toy Keepon in a cognitive flexibility task performed by children with ASD and typically developing (TD) children. The number of participants included in this study is 81 children: 40 TD children and 41 children with ASD. Each participant had to go through two conditions: robot interaction and human interaction in which they had performed the reversal learning task. Our primary outcomes are the number of errors from acquisition phase and from reversal phase of the task; as secondary outcomes we have measured attentional engagement and positive affect. The results of this study showed that children with ASD are more engaged in the task and they seem to enjoy more the task when interacting with the robot compared with the interaction with the adult. On the other hand their cognitive flexibility performance is, in general, similar in the robot and the human conditions with the exception of the learning phase where the robot can interfere with the performance. Implication for future research and practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-014-2319-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270
in Journal of Autism and Developmental Disorders > 45-11 (November 2015) . - p.3715-3725[article] Reversal Learning Task in Children with Autism Spectrum Disorder: A Robot-Based Approach [Texte imprimé et/ou numérique] / Cristina A. COSTESCU, Auteur ; Bram VANDERBORGHT, Auteur ; Daniel O. DAVID, Auteur . - p.3715-3725.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-11 (November 2015) . - p.3715-3725
Mots-clés : Cognitive flexibility Social robots Autism spectrum disorder Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) engage in highly perseverative and inflexible behaviours. Technological tools, such as robots, received increased attention as social reinforces and/or assisting tools for improving the performance of children with ASD. The aim of our study is to investigate the role of the robotic toy Keepon in a cognitive flexibility task performed by children with ASD and typically developing (TD) children. The number of participants included in this study is 81 children: 40 TD children and 41 children with ASD. Each participant had to go through two conditions: robot interaction and human interaction in which they had performed the reversal learning task. Our primary outcomes are the number of errors from acquisition phase and from reversal phase of the task; as secondary outcomes we have measured attentional engagement and positive affect. The results of this study showed that children with ASD are more engaged in the task and they seem to enjoy more the task when interacting with the robot compared with the interaction with the adult. On the other hand their cognitive flexibility performance is, in general, similar in the robot and the human conditions with the exception of the learning phase where the robot can interfere with the performance. Implication for future research and practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-014-2319-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 A Robot-Based Play-Drama Intervention May Improve the Joint Attention and Functional Play Behaviors of Chinese-Speaking Preschoolers with Autism Spectrum Disorder: A Pilot Study / Wing-Chee SO in Journal of Autism and Developmental Disorders, 50-2 (February 2020)
[article]
Titre : A Robot-Based Play-Drama Intervention May Improve the Joint Attention and Functional Play Behaviors of Chinese-Speaking Preschoolers with Autism Spectrum Disorder: A Pilot Study Type de document : Texte imprimé et/ou numérique Auteurs : Wing-Chee SO, Auteur ; Chun-Ho CHENG, Auteur ; Wan-Yi LAM, Auteur ; Ying HUANG, Auteur ; Ka-Ching NG, Auteur ; Hiu-Ching TUNG, Auteur ; Wing WONG, Auteur Article en page(s) : p.467-481 Langues : Anglais (eng) Mots-clés : Autism Early childhood Functional play Intervention Joint attention Social robots Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) have deficits in joint attention and play behaviors. We examined whether a robot-based play-drama intervention would promote these skills. Chinese-speaking preschool children were randomly assigned to an intervention group (N = 12) and a waitlist control group (N = 11). Children in the intervention group watched three robot dramas and engaged in role-plays with both robots and human experimenters over the course of 9 weeks. There were significant improvements in joint attention initiations and functional play behaviors in the intervention group. Parents of this group of children also reported less severe social impairments. It was therefore concluded that a robot-based play-drama intervention can enhance the joint attention and play behaviors of children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-019-04270-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416
in Journal of Autism and Developmental Disorders > 50-2 (February 2020) . - p.467-481[article] A Robot-Based Play-Drama Intervention May Improve the Joint Attention and Functional Play Behaviors of Chinese-Speaking Preschoolers with Autism Spectrum Disorder: A Pilot Study [Texte imprimé et/ou numérique] / Wing-Chee SO, Auteur ; Chun-Ho CHENG, Auteur ; Wan-Yi LAM, Auteur ; Ying HUANG, Auteur ; Ka-Ching NG, Auteur ; Hiu-Ching TUNG, Auteur ; Wing WONG, Auteur . - p.467-481.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-2 (February 2020) . - p.467-481
Mots-clés : Autism Early childhood Functional play Intervention Joint attention Social robots Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) have deficits in joint attention and play behaviors. We examined whether a robot-based play-drama intervention would promote these skills. Chinese-speaking preschool children were randomly assigned to an intervention group (N = 12) and a waitlist control group (N = 11). Children in the intervention group watched three robot dramas and engaged in role-plays with both robots and human experimenters over the course of 9 weeks. There were significant improvements in joint attention initiations and functional play behaviors in the intervention group. Parents of this group of children also reported less severe social impairments. It was therefore concluded that a robot-based play-drama intervention can enhance the joint attention and play behaviors of children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-019-04270-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416 How children with autism spectrum disorder behave and explore the 4-dimensional (spatial 3D#xa0;+#xa0;time) environment during a joint attention induction task with a robot / Salvatore Maria ANZALONE in Research in Autism Spectrum Disorders, 8-7 (July 2014)
[article]
Titre : How children with autism spectrum disorder behave and explore the 4-dimensional (spatial 3D#xa0;+#xa0;time) environment during a joint attention induction task with a robot Type de document : Texte imprimé et/ou numérique Auteurs : Salvatore Maria ANZALONE, Auteur ; Elodie TILMONT, Auteur ; Sofiane BOUCENNA, Auteur ; Jean XAVIER, Auteur ; Anne-Lise JOUEN, Auteur ; Nicolas BODEAU, Auteur ; Koushik MAHARATNA, Auteur ; Mohamed CHETOUANI, Auteur ; David COHEN, Auteur Article en page(s) : p.814-826 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Development Social engagement Joint attention Social robots Index. décimale : PER Périodiques Résumé : Abstract We aimed to compare, during a joint attention (JA) elicitation task, how children with autism spectrum disorder (ASD) and children with typical development (TD) behave and explore their 4 dimensional (meaning spatial 3D + time) when interacting with a human or with a robotic agent. We built a system that employed a Nao robot and a perception system based on a RGB-D sensor (Kinect) to capture social engagement cues. A JA induction experiment was performed in which children with ASD (N = 16) and matched TD children (N = 16) had a 3-min interaction with the robot or with a therapist. Nao induced JA by gazing; by gazing and pointing; and by gazing, pointing and vocalizing at pictures. Both groups of children performed well with the therapist. However, with Nao, both groups had lower JA scores, and the children with ASD had a significantly lower score than the TD children. We found that (i) multimodal JA induction was more efficient in both groups; (ii) the 3D spatial world gaze exploration showed less accuracy; and (iii) the trunk position in ASD showed less stability in the 4 dimensions compared to TD controls. We conclude that, in ASD, JA skill depends on the interaction partner, and implies a higher motor and cognitive cost. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.03.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233
in Research in Autism Spectrum Disorders > 8-7 (July 2014) . - p.814-826[article] How children with autism spectrum disorder behave and explore the 4-dimensional (spatial 3D#xa0;+#xa0;time) environment during a joint attention induction task with a robot [Texte imprimé et/ou numérique] / Salvatore Maria ANZALONE, Auteur ; Elodie TILMONT, Auteur ; Sofiane BOUCENNA, Auteur ; Jean XAVIER, Auteur ; Anne-Lise JOUEN, Auteur ; Nicolas BODEAU, Auteur ; Koushik MAHARATNA, Auteur ; Mohamed CHETOUANI, Auteur ; David COHEN, Auteur . - p.814-826.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 8-7 (July 2014) . - p.814-826
Mots-clés : Autism spectrum disorder Development Social engagement Joint attention Social robots Index. décimale : PER Périodiques Résumé : Abstract We aimed to compare, during a joint attention (JA) elicitation task, how children with autism spectrum disorder (ASD) and children with typical development (TD) behave and explore their 4 dimensional (meaning spatial 3D + time) when interacting with a human or with a robotic agent. We built a system that employed a Nao robot and a perception system based on a RGB-D sensor (Kinect) to capture social engagement cues. A JA induction experiment was performed in which children with ASD (N = 16) and matched TD children (N = 16) had a 3-min interaction with the robot or with a therapist. Nao induced JA by gazing; by gazing and pointing; and by gazing, pointing and vocalizing at pictures. Both groups of children performed well with the therapist. However, with Nao, both groups had lower JA scores, and the children with ASD had a significantly lower score than the TD children. We found that (i) multimodal JA induction was more efficient in both groups; (ii) the 3D spatial world gaze exploration showed less accuracy; and (iii) the trunk position in ASD showed less stability in the 4 dimensions compared to TD controls. We conclude that, in ASD, JA skill depends on the interaction partner, and implies a higher motor and cognitive cost. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.03.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233