How Social Robots Will Help Us to Diagnose, Treat, and Understand Autism

By Brian Scassellati. International Symposium of Robotics Research, 2005

329 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Education, Genetics

View Paper: https://www.semanticscholar.org/paper/d7a9693039381008fa3d7314e059603a98a7f0e0

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Citations in the corpus

Why Robots? A Survey on the Roles and Benefits of Social Robots in the Therapy of Children with Autism (2013, background): “For instance, it has been found that eye-gaze patterns in infants can be used to diagnose autism [77].”
Improving social skills in children with ASD using a long-term, in-home social robot (2018, background): “In the ideal case, robots could provide personalized support, whenever and wherever needed, and could be capable of producing lasting enhancements in social and communicative skills not only in humanrobot interactions but also in human-human interactions (4).”
User—robot personality matching and assistive robot behavior adaptation for post-stroke rehabilitation therapy (2008, background): “, children with autism, children with attention deficit/hyperactivity disorder (AD/HD)) [39,41,42].”
Anthropomorphism: Opportunities and Challenges in Human–Robot Interaction (2014, background): “It may be possible to investigate hypotheses about the acquisition (or deﬁcit) of cognition and affect, in particular the development of theory of mind (TOM) abilities ([29,71,125,126]), by modeling the relevant behaviours on robots (e.g. [127]).”
The Clinical Use of Robots for Individuals with Autism Spectrum Disorders: A Critical Review (2012, methodology): “Through passive observation, robots could record behaviors and either directly or indirectly transduce social behaviors (e.g., tone of voice, eye gaze) into quantitative measurements (Scassellati, 2007; Tapus et al., 2007).”
Social eye gaze in human-robot interaction (2017, background): “Systems that detect and respond to eye gaze can be used to shape behaviors, for instance to promote social skills like joint attention to children with ASD (Bekele et al., 2013; De Silva, Tadano, Saito, Lambacher, & Higashi, 2009).”