Title |
Can Robotic Interaction Improve Joint Attention Skills?
|
---|---|
Published in |
Journal of Autism and Developmental Disorders, September 2013
|
DOI | 10.1007/s10803-013-1918-4 |
Pubmed ID | |
Authors |
Zachary E. Warren, Zhi Zheng, Amy R. Swanson, Esubalew Bekele, Lian Zhang, Julie A. Crittendon, Amy F. Weitlauf, Nilanjan Sarkar |
Abstract |
Although it has often been argued that clinical applications of advanced technology may hold promise for addressing impairments associated with autism spectrum disorder (ASD), relatively few investigations have indexed the impact of intervention and feedback approaches. This pilot study investigated the application of a novel robotic interaction system capable of administering and adjusting joint attention prompts to a small group (n = 6) of children with ASD. Across a series of four sessions, children improved in their ability to orient to prompts administered by the robotic system and continued to display strong attention toward the humanoid robot over time. The results highlight both potential benefits of robotic systems for directed intervention approaches as well as potent limitations of existing humanoid robotic platforms. |
X Demographics
Geographical breakdown
Country | Count | As % |
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Canada | 2 | 29% |
United Kingdom | 1 | 14% |
Norway | 1 | 14% |
Unknown | 3 | 43% |
Demographic breakdown
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Members of the public | 4 | 57% |
Scientists | 2 | 29% |
Practitioners (doctors, other healthcare professionals) | 1 | 14% |
Mendeley readers
Geographical breakdown
Country | Count | As % |
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Chile | 1 | <1% |
Brazil | 1 | <1% |
United Kingdom | 1 | <1% |
Canada | 1 | <1% |
Spain | 1 | <1% |
United States | 1 | <1% |
Unknown | 210 | 97% |
Demographic breakdown
Readers by professional status | Count | As % |
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Student > Master | 44 | 20% |
Student > Ph. D. Student | 34 | 16% |
Researcher | 30 | 14% |
Student > Bachelor | 18 | 8% |
Student > Doctoral Student | 13 | 6% |
Other | 23 | 11% |
Unknown | 54 | 25% |
Readers by discipline | Count | As % |
---|---|---|
Psychology | 50 | 23% |
Computer Science | 30 | 14% |
Engineering | 24 | 11% |
Social Sciences | 17 | 8% |
Medicine and Dentistry | 10 | 5% |
Other | 21 | 10% |
Unknown | 64 | 30% |