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Journal ArticleDOI

Exploring the Effect of Robot-Based Video Interventions for Children with Autism Spectrum Disorder as an Alternative to Remote Education

01 Nov 2021-Electronics (Multidisciplinary Digital Publishing Institute)-Vol. 10, Iss: 21, pp 2577
TL;DR: In this paper, a humanoid robot called NAO was used in educational interventions for children with autism spectrum disorder (ASD) to stimulate video-based on observational learning for cognitive and social communication deficits.
Abstract: Education systems are currently in a state of uncertainty in the face of the changes and complexities that have accompanied SARS-CoV2, leading to new directions in educational models and curricular reforms. Video-based Intervention (VBIs) is a form of observational learning based on social learning theory. Thus, this study aims to make use of a humanoid robot called NAO, which has been used in educational interventions for children with autism spectrum disorder. Integrating it in video-based interventions. This study aims to characterize, in an everyday context, the mediating role of the NAO robot presented in group videoconferences to stimulate video-based on observational learning for children with cognitive and social communication deficits. The children in the study demonstrated a minimal ability to understand simple instructions. This qualitative study was applied to three children with autism spectrum disorder (ASD), level III special education students at Center for Special Basic Education (CEBE) in the city of Arequipa, Peru. Likewise, an instrument was designed for assessment of the VBIs by a group of psychologists. The results showed that the presence of the NAO robot in the VBIs successfully stimulated their interaction capabilities.
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Journal ArticleDOI
21 Sep 2022-Sensors
TL;DR: In this paper , the authors investigate and compare in-person HRI versus remote HRI for robots that assist people with activities of daily living and cognitive interventions, and present the first comprehensive investigation and meta-analysis of these two types of robotic presence to determine how they influence HRI outcomes and impact user tasks.
Abstract: Recently, due to the COVID-19 pandemic and the related social distancing measures, in-person activities have been significantly reduced to limit the spread of the virus, especially in healthcare settings. This has led to loneliness and social isolation for our most vulnerable populations. Socially assistive robots can play a crucial role in minimizing these negative affects. Namely, socially assistive robots can provide assistance with activities of daily living, and through cognitive and physical stimulation. The ongoing pandemic has also accelerated the exploration of remote presence ranging from workplaces to home and healthcare environments. Human-robot interaction (HRI) researchers have also explored the use of remote HRI to provide cognitive assistance in healthcare settings. Existing in-person and remote comparison studies have investigated the feasibility of these types of HRI on individual scenarios and tasks. However, no consensus on the specific differences between in-person HRI and remote HRI has been determined. Furthermore, to date, the exact outcomes for in-person HRI versus remote HRI both with a physical socially assistive robot have not been extensively compared and their influence on physical embodiment in remote conditions has not been addressed. In this paper, we investigate and compare in-person HRI versus remote HRI for robots that assist people with activities of daily living and cognitive interventions. We present the first comprehensive investigation and meta-analysis of these two types of robotic presence to determine how they influence HRI outcomes and impact user tasks. In particular, we address research questions regarding experience, perceptions and attitudes, and the efficacy of both humanoid and non-humanoid socially assistive robots with different populations and interaction modes. The use of remote HRI to provide assistance with daily activities and interventions is a promising emerging field for healthcare applications.

2 citations

References
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Journal ArticleDOI
TL;DR: The activity of mirror neurons, and the fact that observers undergo motor facilitation in the same muscular groups as those utilized by target agents, are findings that accord well with simulation theory but would not be predicted by theory theory.

2,792 citations

Journal ArticleDOI
TL;DR: In this article, a meta-analysis examined the effectiveness of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders (ASD) by computing the percentage of nonoverlapping data points (PND).
Abstract: This meta-analysis examined the effectiveness of video modeling and video self-modeling (VSM) interventions for children and adolescents with autism spectrum disorders (ASD). Twenty-three single-subject design studies were included in the meta-analysis. Intervention, maintenance, and generalization effects were measured by computing the percentage of nonoverlapping data points (PND). Results suggest that video modeling and VSM are effective intervention strategies for addressing social-communication skills, functional skills, and behavioral functioning in children and adolescents with ASD. Results also indicate that these procedures promote skill acquisition and that skills acquired via video modeling and VSM are maintained over time and transferred across persons and settings. The results suggest that video modeling and VSM intervention strategies meet criteria for designation as an evidence-based practice.

936 citations

Journal ArticleDOI
TL;DR: It is hypothesised that ASD is characterised by abnormal development of neural codings for actions between sensory and motor modalities, such that they are biased towards object-oriented tasks at the expense of those required for action imitation per se.
Abstract: Imitative deficits have been associated with autistic spectrum disorder (ASD) for many years, most recently through more robust methodologies. A fresh, systematic review of the significance, characteristics, and underlying mechanism of the association is therefore warranted. From 121 candidates, we focused on 21 well-controlled studies involving 281 cases of ASD. Overall, children with ASD performed worse on imitative tasks (Combined Logit p value < .00005). The emerging picture is of delayed development in imitation, implicating a deficit in mapping neural codings for actions between sensory and motor modalities, rather than in motivation or executive function. We hypothesise that ASD is characterised by abnormal development of these mappings, such that they are biased towards object-oriented tasks at the expense of those required for action imitation per se.

548 citations

Journal ArticleDOI
TL;DR: In this article, the effects of mental age and IQ on the joint attention skills of children with autism, mental retardation, and normal development were examined and the relation of joint attention behaviors to the parent's report of symptoms presented by children with ASD was examined.
Abstract: Recent data suggest that a disturbance in the development of joint attention skills is a specific characteristic of young autistic children. This observation may have both theoretical and clinical significance. However, many pertinent issues remain to be addressed with regard to the parameters of joint attention disturbance in children with autism. This study attempted to address several of these issues. The study examines the effects of mental age and IQ on the joint attention skills of children with autism, mental retardation, and normal development. The study also examined the relation of joint attention behaviors to the parent's report of symptoms presented by children with autism. The results suggested that, differences in IQ and mental age may be related to differences in the type of joint attention skill deficits displayed by children with autism. The results also suggested that joint attention disturbance is associated with a circumscribed, but social cluster of symptoms observed among young autistic children by their parents. The implications of these findings for developmental models of autism are discussed.

454 citations

Journal ArticleDOI
TL;DR: Video modeling interventions involve a child watching videotapes of positive examples of adults, peers, or him- or herself engaging in a behavior that is being taught as mentioned in this paper. But video modeling interventions are effective in teaching a variety of skills to children with autism.
Abstract: Video modeling interventions involve a child watching videotapes of positive examples of adults, peers, or him- or herself engaging in a behavior that is being taught. The purpose of this review was to examine empirical studies in which video modeling interventions were applied to individuals with autism. Nineteen studies published between 1985 and 2005 met the inclusion criteria for this review. The findings suggest that video modeling interventions are effective in teaching a variety of skills to children with autism. Descriptive summaries are provided for each study. Directions for future research and implications for practitioners are provided.

310 citations