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An Analysis of Robot-Assisted Social-Communication Instruction for Young Children with Autism Spectrum Disorders

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Date Issued:
2017
Abstract/Description:
Social and communication deficits are a core feature of Autism Spectrum Disorders (ASD) and impact an individual's ability to be a full participant in their school environment and community. The increase in number of students with ASD in schools combined with the use of ineffective interventions have created a critical need for quality social-communication instruction in schools for this population. Technology-based interventions, like robots, have the potential to greatly impact students with disabilities, including students with ASD who tend to show increased interest and engagement in technology-based tasks and materials. While research on the use of robots with these learners is limited, these technologies have been successfully used to teach basic social-communication skills. The purpose of this study was to examine the effects of a social-communication intervention for young children with ASD that is rooted in evidence-based practices and utilizes a surrogate interactive robot as the primary interventionist. This study utilized a multiple baseline design across behaviors to determine the impact of the robot-assisted intervention on the manding, tacting, and intraverbal skills of four, 3-year old students with ASD. The researchers found that this intervention was effective in increasing the rate of all three the target behaviors.
Title: An Analysis of Robot-Assisted Social-Communication Instruction for Young Children with Autism Spectrum Disorders.
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Name(s): Donehower, Claire, Author
Vasquez, Eleazar, Committee Chair
Dieker, Lisa, Committee Member
Marino, Matthew, Committee Member
Correa, Vivian, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2017
Publisher: University of Central Florida
Language(s): English
Abstract/Description: Social and communication deficits are a core feature of Autism Spectrum Disorders (ASD) and impact an individual's ability to be a full participant in their school environment and community. The increase in number of students with ASD in schools combined with the use of ineffective interventions have created a critical need for quality social-communication instruction in schools for this population. Technology-based interventions, like robots, have the potential to greatly impact students with disabilities, including students with ASD who tend to show increased interest and engagement in technology-based tasks and materials. While research on the use of robots with these learners is limited, these technologies have been successfully used to teach basic social-communication skills. The purpose of this study was to examine the effects of a social-communication intervention for young children with ASD that is rooted in evidence-based practices and utilizes a surrogate interactive robot as the primary interventionist. This study utilized a multiple baseline design across behaviors to determine the impact of the robot-assisted intervention on the manding, tacting, and intraverbal skills of four, 3-year old students with ASD. The researchers found that this intervention was effective in increasing the rate of all three the target behaviors.
Identifier: CFE0006736 (IID), ucf:51852 (fedora)
Note(s): 2017-08-01
Ph.D.
Education and Human Performance, Dean's Office EDUC
Doctoral
This record was generated from author submitted information.
Subject(s): autism spectrum disorder -- communication skills -- robotics -- early childhood education
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0006736
Restrictions on Access: public 2017-08-15
Host Institution: UCF

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