Robotic assistants in therapy and education of children with autism: can a small humanoid robot help encourage social interaction skills?

By Ben Robins, Kerstin Dautenhahn, Te Boekhorst, Aude Gemma Billard. Universal Access in the Information Society, 2005

735 citations recorded by the source corpus.

Subfields: Clinical Psychology, Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/21676cc3fbaea3e6044b2eef259c94b7515fe7b3

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In Clinical Psychology

In Cognitive Neuroscience

In Developmental and Educational Psychology

Citations in the corpus

The Clinical Use of Robots for Individuals with Autism Spectrum Disorders: A Critical Review (2012, background): “Robins et al. (2005) found some preliminary support for the use of a humanoid robot to elicit social behaviors.”
Why Robots? A Survey on the Roles and Benefits of Social Robots in the Therapy of Children with Autism (2013, background): “Size Therapists have found that the most appropriate size for a therapeutic robot must be roughly the size of the child who is undergoing therapy [43].”
Children teach a care-receiving robot to promote their learning (2012, neutral): “…2005; Tanaka, Movellan, Fortenberry, & Aisaka, 2006; Tanaka, Cicourel, & Movellan, 2007; Ruvolo, Whitehill, Virnes, & Movellan, 2008; Movellan, Eckhardt, Virnes, & Rodriguez, 2009), and home (NEC, 2005; Yujin Robot, 2007) or other (Robins, Dautenhahn, Boekhorst, & Billard, 2005) environments.”
A review of depression and suicide risk assessment using speech analysis (2015, background): “It can also occur in healthy individuals with a family history of mental illnesses (Åsberg, 1997) and people who engage in impulsive and/or aggressive behaviours (Mann, 2003; Nock et al., 2008; Roy et al., 2008).”
Title of paper : KASPAR – A Minimally Expressive Humanoid Robot for Human-Robot Interaction Research (2009, positive): “…are so important in humanhuman interaction (Hall, 1983), it seems well worthwhile investigating the rhythm and timing of verbal and, especially, non-verbal behavioural interaction and dynamics of robots interacting with humans, an area referred to as interaction kinesics (Robins et al., 2005).”
A review of verbal and non-verbal human-robot interactive communication (2014, background): “However, recent res earch [161], [162], [163], [164] has indicated that specially-de signed robots that interact with autistic children could potentia lly help them towards improving their communication skills, an d potentially transferring over these skills to communicati ng not only with robots, b”
Robots for use in autism research. (2012, background): “For instance, the teacher can show a child how to imitate a robot by physically moving the child’s body in imitation (38, 49) or by leading the child through imitation games using a remote control (42).”
Innovative technology-based interventions for autism spectrum disorders: A meta-analysis (2014, background): “For instance, examples of excluded research designs were case studies that based assessment on the observation of behavior during a series of predefined interaction scenarios between a participant and a robot (Changchun et al., 2007; Nikolopoulos et al., 2011; Robins et al., 2005).”
Social Robots as Embedded Reinforcers of Social Behavior in Children with Autism (2012, background): “Multiple studies have shown that children with ASD will interact with robots using social behaviors, e.g., by directing speech to the robot (Duquette et al. 2008; Feil-Seifer and Mataric´ Kozima et al. 2009; Robins et al. 2005; Stanton et al. 2008).”
Children with Autism Social Engagement in Interaction with Nao, an Imitative Robot - A Series of Single Case Experiments (2012, methodology): “Different experiments were designed with Robota that had a general scope of encouraging imitation, joint attention, and social interaction skills in children with autism [38].”