Qualitative outcomes and impact of a robotic intervention on children with autism spectrum disorder: A multiple embedded case study

Most studies of social robot interventions for children with autism spectrum disorder have been laboratory experiments focusing on component skills. There is insufficient evidence documenting the qualitative impact of such programmes on social development and participation of children with autism sp...

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Bibliographic Details
Published in:The British journal of occupational therapy 2024-09, Vol.87 (9), p.574-582
Main Authors: Chung, Eva Yin-Han, Sin, Kenneth Kuen-Fung, Chow, Daniel Hung-Kay
Format: Article
Language:English
Subjects:
Adopted children
Autistic children
Case studies
Confidence
Facial expressions
Friendship
Intervention
Personal development
Reciprocity
Robots
Self esteem
Skill development
Social change
Social development
Social education
Social participation
Social perception
Social skills
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Summary:Most studies of social robot interventions for children with autism spectrum disorder have been laboratory experiments focusing on component skills. There is insufficient evidence documenting the qualitative impact of such programmes on social development and participation of children with autism spectrum disorder. This study aimed to identify the qualitative outcomes of a robot-mediated social skills training programme for children with autism spectrum disorder, examine the impact of such programmes on children’s social participation and identify the essential elements of robotic interventions that are conducive to children’s social development. A case study approach with a multiple case study design was adopted. Sixteen children with autism spectrum disorder, aged 5–11 years, were included. Participants received 12 weekly sessions of robot-mediated social skills training. The successful outcomes relating to social participation were identified as enhanced verbal expression, social awareness and emotional reciprocity. The impacts of the programme on personal development were identified as enhanced self-esteem, self-confidence and emotional expression. Robot friendship, the role of the robot as a facilitator and the presence of a human instructor capable of leading the programme were identified as essential elements of the positive changes. The encounter with a social robot was regarded as meaningful and important to the children with autism spectrum disorder.
ISSN:0308-0226
1477-6006
DOI:10.1177/03080226241252272