Title |
Roles, Strengths and Challenges of Using Robots in Interventions for Children with Autism Spectrum Disorder (ASD)
|
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Published in |
Journal of Autism and Developmental Disorders, July 2018
|
DOI | 10.1007/s10803-018-3683-x |
Pubmed ID | |
Authors |
Claire A. G. J. Huijnen, Monique A. S. Lexis, Rianne Jansens, Luc P. de Witte |
Abstract |
The aim of this research was to study roles, strengths and challenges of robot-mediated interventions using robot KASPAR for children with autism spectrum disorder (ASD). Twelve focus group sessions were organized in which 70 ASD care and/or education professionals participated. Six roles for KASPAR were identified: provoker, reinforcer, trainer, mediator, prompter, and diagnostic information provider. Strengths of KASPAR are related to personalisation possibilities, its playfulness, the action-reaction principle, its neutral expression, consistent and repetitive application of actions, possibilities to vary behaviour in a controlled manner and having an extra hand. Challenges of working with KASPAR were: limited reaction possibilities, possibility of children being scared of KASPAR, difficulties with generalisation or transfer and finally potential dependence on KASPAR. |
X Demographics
Geographical breakdown
Country | Count | As % |
---|---|---|
Spain | 2 | 50% |
Netherlands | 1 | 25% |
Unknown | 1 | 25% |
Demographic breakdown
Type | Count | As % |
---|---|---|
Members of the public | 4 | 100% |
Mendeley readers
Geographical breakdown
Country | Count | As % |
---|---|---|
Unknown | 160 | 100% |
Demographic breakdown
Readers by professional status | Count | As % |
---|---|---|
Student > Ph. D. Student | 19 | 12% |
Researcher | 18 | 11% |
Student > Master | 18 | 11% |
Student > Bachelor | 11 | 7% |
Unspecified | 8 | 5% |
Other | 32 | 20% |
Unknown | 54 | 34% |
Readers by discipline | Count | As % |
---|---|---|
Psychology | 21 | 13% |
Social Sciences | 19 | 12% |
Computer Science | 9 | 6% |
Engineering | 9 | 6% |
Unspecified | 8 | 5% |
Other | 30 | 19% |
Unknown | 64 | 40% |