PRE2018 3 Group15

Group members

Name	Student ID
Sanne van den Aker	1258788
Leon Cavé	1240614
Robin van Tol	1246240
Heleen Fischer	1223688
Laura Barendsz	1245706

Introduction

In 2017 2.5% of Dutch parents thought their child between 6 and 12 has an autism spectrum disorder (ASD). This means around 40000 children in the Netherlands have difficulty interacting on a social level and maintaining structure. Since we know there is no conventional 'cure' for ASD, a lot of research has been done on finding the right therapy to help these children through life. As we now live in a technology based era, therapy has also shifted in this direction. In the last ten years, a lot of research has been done on the help of social robots during therapy. Especially NAO is a popular robot on this front. Even though there are promising results that show social robots can be very effective, there is still a long way to go before they can be fully implemented in therapy and maybe even daily life.

Problem Statement

Children with ASD often struggle with social interactions, something which is important to deal with as these individuals may have a high potential but cannot fully participate in society due to the lack in social skills. It is thus important these people get appropriate therapy to help them with this. In the last few years, it has been shown that this therapy is more effective when guided or mediated by a social robot. A possible explanation for this is that they are less intense and have a more procedural way of interacting. Because of this, interactions are always very similar and sameness is appreciated by these individuals. However, currently most of these findings come from tests with one on one therapy, but to really fully participate in society, it is important that people know how to collaborate, which is not really simulated in these cases. There are some cases were NAO is used in lego therapy, which shows the usefulness of group therapy and stimulation of collaboration. However here the children do not have the same role, which can cause agitation. Aside from this, later in daily life, these children will often have to work with colleagues that have an equal role and they will have to be able to collaborate with them. Thus, the next important thing to look into next is using a robot like NAO for group therapy where children are equal to each other as a means to improve social interaction and mainly collaboration.

Objectives

For this project a test group is needed, in our case, we will need children with autism in the age group from 6 to 12. To reach this group we will go to a middle school for children with autism. For our project we will use a Nao robot which will be lent to us. The robot’s task is to help the children play a game. The robot will give them a task where the children physically have to do what Nao has told them to do. Nao will give them an assignment where the children have to use their bodies to create a figure, this way the children need to collaborate to achieve the goal and have to physically touch.

To properly test the robot a rubric will be made which will be discussed with the test group. This will give an insight on the actual practicality of the robot and will help answer the question if it is a helpful aid for children with autism. Different tasks will be measured by grading the specific task.

To achieve this goal, we will use a Nao robot which is provided for us, the robot needs to be programmed to perform the tasks that are set out and the program needs to be altered according to the test results.

There are a few solutions already available for children with autism, however we would like to achieve something new in that it is a form of group therapy using a robot. The robot should help a child on multiple levels while remaining approachable by its appearance.

The project must be finished in 8 weeks, in order to help us meet this deadline we made a planning.

Users

Main users

For our main users we confined to children between 6 and 12 years of age which is around the age for primary school in the Netherlands who have autism spectrum disorder (ASD). Their needs will be defined as the needs they have of improving their social interactivity skills by means of education to help cope with their neurological disorder. Children with ASD are more vulnerable to emotional and behavioural difficulties and can become anxious in social situations:

“Children with developmental disorders such as specific language impairment (SLI) and autism spectrum disorders (ASD) appear to be more vulnerable to emotional and behavioural difficulties than typically developing children.” Wenche Andersen Hellanda, Turid Helland (2017) [1]

Another article [18] states 3 reasons why children with ASD become anxious:

1. Continuous social rejection leading to an increase in the anxiety levels in people with ASD.

2. Awareness of social deficiencies.

3. Lack of flexibility in social situations and confusion of social stimuli.

This suggests great care and caution is needed when handling these children which is something to be considered in the education of children with ASD, however we will (for now) mostly confine ourselves to the educational needs of children with ASD to help them increase their social skills by means of a robot. Many studies have already been done on the use of robots for educational purposes and many proposed methods proved an effective tool to improve the social skills of these children (see literature study). Some of these studies even stated the robots to be more effective at attracting attention while teaching [2]. Thus these robots seem to be in line with the needs of the main users when implemented correctly.

Less direct needs of the child can also be described such as the need for entertainment which will improve the attention of the children thus helping his/her motivation and thus education. These have already been addressed by some articles for example using cartoon like robots [3] or music in therapy [4].

Secondary users

Our secondary users are people who are in some way connected to the product but not directly such as parents, teachers and other school personnel. The needs of the parents can be described as the need for education of their children; if a parent registers their child for the social robot therapy he/she expects the robot to improve the child’s social skills. The parents also have the need of trust for the social robot in a safety aspect; will the robot therapy be as safe as normal therapy at all times? These questions are hard to directly answer but solutions may be easily implemented such as adding communication to the school director’s office or local emergency services in case of emergency.

Other school’s personnel need can also be described as the need for trust in the robot, safety and everyone who works directly with the robots has needs related to ergonomics. We will not focus on these aspects for now mostly because the robot we will use has been provided.

Autism

Autism or autism spectrum disorder (ASD) is an chronic disability. People suffering from this are challenged by social skills, repetitive behaviors, speech and nonverbal communication. There are many different subtypes of autism, most influenced by a combination of genetic and environmental factors. Each person has therefore his own strength and challenges. The ways in which people live can range from completely independent to people who require significant support in their daily live. This depends on their learning capabilities. Some people are highly skilled while others are severely challenged.

The cause of autism is still unknown, but a combination of genetic and environmental factors can increase the risk. If autism is a frequent disease in a family the children are more likely to be born with autism. Changes in certain genes increases the risk that a child will develop autism. These genes can be passed on by the parents or arise spontaneously in an early embryo, sperm or egg. The gene changes by themselves do not cause autism they just increase the risk. Some environmental factors can increase or decrease the risk of autism. When the parents age is advanced the risk to get a child with autism get increased because they genes will mutate more easily. Also pregnancy and birth complications such as extreme prematurity and low birth weight increase the risk of autism. Last the time between pregnancies, if it is less than one year apart, can increase the changes of an autistic child. To decrease the risk of autism prenatal vitamins containing folic acid can be taken by the mother before, at conception and through the pregnancy. [5]

Autism is characterized by deficient social interaction, poor communication skills and abnormal play patterns. One of the earliest visible characteristics of this illness is avoiding eye contact. They do this because looking others in the eye is uncomfortable or even stressful for them. They also fail to see the emotional state of others and do not understand that their actions might affect the feelings of others. Nearly everyone with autism has some level of language impairment. This can range from complete lack of verbal communication to people who talk incessantly and do not allow others to add to the conversation. People with autism struggle with self-initiated interactions. Instead of asking for food when they are hungry they resort to a tantrum. Another thing that can cause a tantrum with an autistic child is changing the planning. Children like to have a structure live and therefore want to know everything beforehand.

Early diagnosis and intervention show a great long-term effect. People who are in therapy from a young age are more capable to deal with problems later. Therapists are generally unable to diagnose autism by children younger than 3. [6]

During our project we will focus on improving the social skills. Autistic children like to learn in physical ways. This will be used to learn them how to collaborate. Collaborating is a voluntary relationship that requires shared responsibility and works to achieve a common goal. For autistic children this could be a real struggle. When it is improved they can participate in more recreational activities, this is associated with a increased quality of life. The ability to collaborate is essential in order to integrate into society. This will make them more valuable to society in later life.[7]

Group therapy

In recent years a great interest has began to grow in applying robots in group therapy aimed at children with ASD(Autism Spectrum Disorder). Socially interactive robots are used to communicate, perceive emotions and interpret reactions. Social Robots are being used to teach children with ASD skills and to play with them. Social robots are appealing to children with ASD because of the predictability of a robot compared to humans[8]. Robots always act according to their programming, which means that a robot will act the same way in a situation. Humans can be affected by their emotions and might act differently one day than any other day. A robot will also not use complex facial expressions which can be hard to interpret for children with ASD. This can make communicating with a robot easier than communicating with other humans. For a child with ASD, it is important that when a task is executed correctly the child is rewarded by a comment, the child will then be encouraged to complete the same task more often. This way a routine is made for the child which can be very helpful for them. Group therapy can teach a child with ASD to have social skills[9], this is a very important thing, because when children learn to be social earlier in life they can more easily fit in when they’re older. A form of group therapy can be through art because children with ASD are often very visually thinkers. Studies have shown that group therapy can decrease anxiety in children with ASD[10]. Different types of group therapy for children with ASD already exist, when focusing on a specific form, LEGO therapy with a humanoid robot[11]. This form of game-based therapy has positive effects on training social skills. A few problems were found with this therapy, the children find it hard to keep focused for a long time. Also in this form of therapy the children had unequal roles, which lead to some frustration and jealousy. In this project the roles will be equal between the children and only Nao will have a different role, the mediator. This will be one of the criteria for this project. The game will take a short time with a lot of new assignment to keep the children interested.

Approach

The goal of our project is to help young autistic children with their social behavior. We want to do this with the help of a robot NAO.

To determine the needs of the children a literature study will be performed. This study also includes research about what is already done, so the state-of-the-art is explored.

With the information obtained the code for the robot will be written. This will be done in either in TiViPe or Choregraphe depending on the complexity of our project.

NAO will be used to teach the autistic children some social skills. The children will be in a group of 3-4 people. We choose for this option to increase collaboration skills. Research done before provide the evidence that group therapy for autistic child’s work. One on one therapy with NAO gives also desirable results. We want to combine those things to improve the skills of the children.

NAO is going to give a instruction to the children to imitate a certain figure. The children have to recreate this figure working together. The difficult level can be increased according to the age or impairment of the autism. The robot could start with showing the figure on a tablet. At the end the robot could give them an assignment to solve. An example can be: ‘create the answer of the question 3 + 4’.

If the children are not able to solve the problem NAO should give them a hint and motivate them. NAO should also determine if the problems are too simple or too difficult. This could be determined by the time they need to deal with it.

When the code of the robot is finished we will test it with autistic children and teachers of an elementary school. We are limited with the testing because of the short time of this course. Therefor we can only test once and we will mainly focus on the opinions of the experienced teachers of the school. The results and feedback will be implemented after this. At the end of the project, the robot will be demonstrated with all the adjustments mentioned by the children and teachers.

Scenarios

In order to get an overview of certain situations that might develop 5 different scenarios were thought of:

Scenario 1 There are 4 autistic 6 year old children. Nao is going to play with them. There is a distinct color difference between the children and the floor. Nao shows the children a figure to imitate on a screen. They children look at the picture start making the figure, since Nao is able to clearly see the difference between the children and the floor he is easily able to help the children improve the parts of the figure that are bad by pointing at them and then congratulate them on making the figure. Hopefully the children have enjoyed themselves and learned to interact and cooperate better. Nao will then proceed to increase the difficulty for the next attempt by telling them what figure to make instead of showing them.

Scenario 2 There are 4 autistic 6 year old children. Nao is going to play with them. There is not a distinct color difference between the children and the floor. Nao shows the children a figure to imitate on a screen. They children look at the picture start making the figure. Nao can’t clearly distinguish between the children and the floor, he’s making inaccurate suggestions as to where the figure needs to improve. Since Nao is unable to make a proper judgement of when the shape has been completed he will start to lower the standard for the shape until his faulty judgement considers it successful after some time has passed. Nao will keep giving hints and motivational phrases until his standard is low enough to accept the incorrect interpretation, at this point he will congratulate the children on making the shape. The children were told to change their shape multiple times which will have annoyed them, however they did all work together to accomplish their goal, this hopefully makes them happy and improves their ability to interact and cooperate. Since this result only takes place when Nao has bad input the difficulty standard of the shapes will not be modified.

Scenario 3 There are 4 autistic 12 year old kids. Nao is going to play with them. There is a distinct color difference between the children and the floor. Nao tells the children to imitate the figure that answers the question “what is 4+4”. The children all stand around shyly until one of the students say that he would rather not do it if it means he will have to touch the other children. One of the supervisors say that it is not necessary to touch each other since the shape will still be recognized if you come close. The children start making the figure. Soon after they have a good interpretation of the figure however since they don’t touch each other Nao doesn’t approve it immediately. After some time has passed and Nao’s standards are slightly lower it accepts their figure. The children have enjoyed themselves and improved their ability to interact however they all knew what part of the shape to make and didn’t really improve their cooperation. Noa will then proceed by slightly lowering the difficulty by starting with a slightly lower standard.

Scenario 4 There are 4 autistic 8 year old kids. Nao is going to play with them. There is a distinct color difference between the children and the floor. Nao tells the children to imitate a figure. The children whisper a bit and then just stand around. The children are then approached by a supervisor and asked what is wrong. The children say that none of them know the figure that Nao told them to draw is. The supervisor then gives a command to Nao and Nao shows the children a picture of the figure. The children then proceed to make the figure. They made the figure correctly in a short period of time and Nao congratulates them on making the figure very well. The children have enjoyed themselves and learned to interact and cooperate better. Nao will proceed by not modifying the difficulty because he got a command from an outside source, thus making it unclear to Nao how much difficulty the children had while making this figure.

Scenario 5 There are 3 autistic 10 year old kids. Nao is going to play with them. There is a distinct color difference between the children and the floor thus Nao can easily recognise the shapes the children imitate. Nao tells the children to imitate a certain shape and the children lie down. Because Nao does not accept the shape immediately the children get into an argument. One of the children gets anxious and and eventually does not want to cooperate even starting to shout. Nao notices the volume of the kids gets higher and contacts a therapist not too far away from the room. The teacher tries to calm the child and this works, the children continue playing and Nao keeps the level of the exercises fairly low. Eventually the children improved their social skills and cooperation levels.

Milestones

• Narrow down problem.
• State of the art research completed.
• Scenarios and test plan completed.
• Learn to use Nao.
• Code completed and tested.
• Interview completed.
• Final demonstration completed.
• Wiki page completed.

Planning

• Week 2:

• Introduction; Sanne
• Problem statement; Sanne & Laura
• User’s and RPC's; Leon
• Milestones; Robin
• Add planning and headings to the wiki; Robin
• State-of-the-art literature study; Everyone
• Write smart objectives; Heleen
• Approach; Laura

• Week 3:

• Literature study; Heleen & Laura
• Write scenarios; Robin & Leon
• Interview Emilia; Everyone
• Find people for the interview; Sanne

• Week 4:

• Literature study; Heleen & Laura
• Start programming; Robin & Leon
• Test plan; Sanne

• Week 5:

• Make a working version; Robin & Leon
• Test plan; Sanne, Heleen & Laura
• Update wiki; Heleen & Laura

• Week 6:

• User test + interview; Sanne, Leon & Robin
• Adjust code; Leon & Robin
• Process results; Heleen, Laura & Sanne

• Week 7:

• Process code feedback; Leon & Robin
• Write a conclusion and update wiki; Heleen & Laura
• Make presentation; Sanne

• Week 8:

• Provide presentation; Leon, Sanne & Heleen

Literature review

Currently, these are the summaries of the state of the art articles

1. Group therapy can be used to relax defences and increase participation. Structuring a group psychotherapy sessions can be problematic. Those children often seem to be ego-centric individuals where the give and take needed for a productive group dynamic can be difficult. Some therapist want to achieve a good dynamic in the group. This can become confusing because a serious content becomes masked by fun-oriented formats. Giving idoms as stimulus serves as an open-ended structure within both the session’s verbal and artmaking components. Most outcomes had the effect of camouflaging criticism by infusing an element of levity and playfulness to the work that comes with the group therapy process.

2. Art therapy and cognitive-behavioral techniques in a group therapy format are used to help children with social developmental disorders to improve their social skills. Scores revealed a significant improvement in assertion scores, coupled with decreased internalizing behaviors, hyperactivity scores and problem behavior scores in student.

3. The result of this research shows that the basic HRI (human robot interaction) carried out by NAO is able to suppress the child’s autistic behavior during the child-robot interaction. Also, more eye contact is observed between the child and robot compared to the child with his teacher during regular class sessions. The IQ of the children participating in this research falls in the moderate catergory.

4. An robot can function as a friendly playmate, as a behavior eliciting agent, as a social mediator, as a social actor, as a personal therapist. The main advantages are that robots are less complex than humans. They are more predictable and it is easier for children to follow instructions from a robot than a human. The children will not be overwhelmed by the complexity of verbal and non-verbal communication. Robots also make embodied interactions possible. Due to their physical affordances, interactions involving tactile exploration and physical movements make the robots more engaging and interesting for children. Robots are less intimidating than humans. Robots can be used as small, colorful toys, ensuring that children feel at ease during the interaction.

5. Autistic children have problems with several things like self-initiated interactions, turn-taking activities, imitation, emotion recognition, joint attention and triadic interactions.

6. Parents and therapists are enthusiastic to work with robots such as NAO as it encourages children to participate on a social level. Especially for children with ASD as NAO is not impulsive and gives a certain structure. The main problem at this time is related to voice recognition.

7. Game-based therapy have positive effects on training social skills, especially with lego. Children in the experiment did not like a slow speaking robot. The repetition of the rules also irritated them. Therapists prefer one on one therapy with a robot and a child, instead of a pair of children as a robot cannot adapt well to situations happening between the two children. One clear outcome is that children (with ASD?) react more strongly to the verbal than non-verbal communication, thus the speech should be improved most. Major challenge is keeping children with ASD focused, especially when the task at hand takes long. However, robots are considered exciting by the children, which makes it easier to keep their focus.

8. For this study children with ASD were paired with their siblings. The idea was that a robot mediated lego therapy, which is supposed to improve collaborative behaviors. However no significant changes in behavior was found (as opposed to lego therapy without a robot mediator). Even though robot therapy is advised for children with ASD, it comes with limitations. One of the main limitations is that the robot has a limited behavioral repertoire, so no differentiation in prompt levels could be made. The article thus recommends the increasing of the variability in prompt levels to respond to children’s individual needs.

9. The goal of this study was to see whether children with ASD performed better when NAO is more humanlike and when his intonation differs. It looked also for a difference in likeability. There was no evidence that intonation has significant effect on performance. However, as the children in the study where already familiar with NAO and it’s voice Jasmijn, the children may not have experienced possible positive influences of a different intonation as individuals with ASD like things to be the same (thus preferring Jasmijn). Bodily appearance does also not influence the performance. It does however has a large effect on the affective state of an individual. It also helps when the bodily appearance matches the intonation. So mechanical + monotonous or human-like + normal. For these congruent combinations, the happiness also increases.

10. The article mentions that there are cases where individuals with ASD react better to robots and prefer interaction with robots over humans. However it also says that studies that come to these findings have very inconsistent results. A lot of studies are too exploratory or theoretical. It concludes that the robots have great potential in a clinical setting, with advantages like the appeal of technology to children with ASD, the ability of a robot to have a simple social behavior (that is easier to understand and focus on) and a robot can be easily adapted for each individual. However further research should be done to determine the validity. Work should be evaluated by experts with clinical expertise as most studies are now focused on the technology development and not necessarily clinical application.

11. Bibi Huskens, Rianne Verschuur, Jan Gillesen, Robert Didden & Emilia Barakova (2013) Promoting question-asking in school-aged children with autism spectrum disorders: Effectiveness of a robot intervention compared to a human-trainer intervention, Developmental Neurorehabilitation, 16:5, 345-356, DOI: 10.3109/17518423.2012.739212

This research aimed at investigating applied behavior analysis (ABA)-based interventions either done by a human trainer or by a robot to promote self-initiated question asking in children with autism spectrum disorder (ASD). In an ABA analysis it is studied how behaviour works in real life situations, with the goal to increase behaviour considered “good” and decrease behaviour that are harmful or affect learning. This research focused mainly on two research questions: (a) are an intervention conducted by a robot and an intervention conducted by a human trainer effective in promoting question-asking in children with ASD? and (b) which of these two interventions is more effective in promoting question-asking in children with ASD? The research in this article was done with the help of six children participants which were between 8-14 years old, had a ASD diagnosis, an IQ of above 80 on a standardized test and where not able to initiate a question after a statement of a trainer. A NAO robot was used and each child had two interventions by both a robot and a human trainer while being under video surveillance. The results of this article state that both robot and human-trainer ABA-based intervention is an effective tool that increased self-initiated question asking in children with ASD between baseline and the first intervention and was maintained during the follow up. The article states that no conclusions could be drawn with regard to the differential effectiveness of the robot or human-trainer interventions.

12. Felippe Sartoratoa, Leon Przybylowskia, Diana K. Sarko (2016) Improving therapeutic outcomes in autism spectrum disorders: Enhancing social communication and sensory processing through the use of interactive robots.

This research focuses at examining a range of socially interactive robots which are currently the most used for therapeutic purposes and their therapeutic effects. The researchers discussed how enhanced sensory processing and integration of social cues into these robots may underlie the benefits that these robots bring about. They state these robots and their interactions might provide therapeutic benefits by allowing the audiovisual cues in social interactions to be experienced in a simplified version of human interaction. The research focusses mainly on two parts: The deficits in autism spectrum disorder (ASD), consisting of a sensory perception and neurobiology part, and the spectrum of socially-assistive robots, where multiple types of robots are examined. They conclude that ASD comes with perception impairments related to multisensory integration of more complex stimuli. Furthermore they state that ASD comes with several neurobiological overarching impairments such as one involving the mirror neuron system which facilitates imitation and social communication, or deficits in the amygdala which might underlie social cognition deficits. After examining the impairments that come with ASD the research focusses on the spectrum of available socially-assistive robots, where they investigate 4 types of robots: humanoid robots, cartoonish robots, animal robots and robots in robotic form. They conclude that humanoid robots were found to elicit enhanced generalization of social skills taught during therapy, however non humanoid robots attract the most attentional engagement and robots with a simple appearance increase levels of interaction and are more easily accepted by children with ASD. Next the research examined the application of neuroscience tools to improve the therapeutic value of the robots and concluded that the underlying mechanism behind the benefits of these robot interactions remains largely unknown and state that recent studies in their lab have begun to address this question. The research does not end with a general conclusion but with a written part about the access to social robot therapies and state that there is a lack of affordable, commercially available robots for in home use and that there is also a lack of longitudinal studies addressing following children’s process as they go through childhood.

13. Sang-Seok Yun, Hyuksoo Kim, JongSuk Choi, Sung-Kee Park (2015) A robot-assisted behavioral intervention system for children with autism spectrum disorders.

This research aims at examining the feasibility of a robot-assisted intervention system for the training of children with autism spectrum disorder (ASD) via human robot interaction (HRI) based on the discrete trial teaching (DTT) protocol. Their proposed robot architecture configures 4 modules: human perception, user input, the interaction manager and the robot effect, with which the robot can generate different training stimuli and can automatically cope with the child’s responses by using human recognition and interaction techniques. The article consists of 3 main parts: Robot system for autism treatment, experimental setup and results and discussion. In the robot system for autism treatment part they discussed their interaction architecture and its treatment protocols which focusses mainly on the social interaction skill of eye contact and reading emotion. Furthermore they discussed their robot automatic interaction system which involved sound, physical movement made by the robot, displayable content and even material reward. The experimental setup part goes into great detail about the setup used in the research, stating they used two different robots for their tests and a monitoring setup. Their results verify the effectiveness of behavioral intervention in autism treatment using a robot and they claim to be confident that the proposed system they used can be attributed to the positive effect of social skill training in children with ASD.

14. Jaishankar Bharatharaj, Loulin Huang, Christian Krägeloh, Mohan Rajesh Elara, Ahmed Al-Jumaily (2018) Social engagement of children with autism spectrum disorder in interaction with a parrot-inspired therapeutic robot.

This paper discusses a series of pilot studies in which ten participants (children with ASD) were to engage with a parrot inspired therapeutic robot. Hereby it was evaluated if these children with autism spectrum disorder (ASD) exhibited more social interaction when engaging with the robot compared to another human. The article states that parrots already have a widespread use in therapeutic sessions for example patients with post-traumatic stress disorder, the researches give this as a reason to design a parrot inspired therapeutic robot. The participants were gathered in a study room and three sets of outcomes were collected; one at baseline, one without human and robot interaction and one with robot or human interaction. Data was collected on 12 defined behaviours such as: looking at the person, going close to the person or touching the person. The study’s results indicate a significant improvement in children’s interaction abilities as opposed to sessions with human involvement and the 12 types of social interaction abilities monitored reported that the robot has the potential to act as a social robot to improve social interactions in children with ASD. The article ends with the notion that the sample group was small and the study was not conducted long-term and there were no follow ups, hereby stating they aim to address these limitations by increasing the scale and duration of their research.

15. Wing-Chee So⁎, Miranda Kit-Yi Wong, Wan-Yi Lam, Chun-Ho Cheng, Sin-Ying Ku,Ka-Yee Lam, Ying Huang, Wai-Leung Wong (2019) Who is a better teacher for children with autism? Comparison of learning outcomes between robot-based and human-based interventions in gestural production and recognition.

This study aims to compare the learning outcomes in children with autism spectrum disorder (ASD) and intellectual disabilities from robot based interventions on gestural use versus the human based interventions. A intervention protocol was designed, implemented and tested on a test group of 23 children aged six to 12 divided randomly in two groups; one for human-based intervention and one for robot-based interaction. Two NAO (Aldebaran Robotics Company) robots were used and programmed to speak and/or produce 14 gestures. The treatments consisted of pretests, four training sessions (twice per week), an immediate posttest and a follow up posttests after two weeks. The learning outcomes in gestural production and recognition did not differ between the robot- and human-based intervention groups. The research however suggested that the children in the robot-based intervention group were more likely to establish eye contact with the teachers than those in the human-based intervention groups. To conclude the researchers state that there does not seem to be a difference between the likeliness of children with ASD who received human-based gestural training to recognize gestures and children who received robot-based gestural training.

19. This article presents an overview of robots that are currently used in therapy and education for children with ASD and to indicate what objectives they address.

20. This article shows research done about the attention span of children when interacting with a robot compared to therapists.

21. In this work a preliminary evaluation of an innovative social robot-based treatment for subjects with ASD is described.

22. This article reviews studies in robots and autism as a neurodevelopmental disorder that impacts social communication development, and the ways social robots could help children with autism develop social skills.

23. This article is about how group-based behavioral therapy may help children and teens with high-functioning autism spectrum disorder (ASD) develop stronger and longer-lasting social skills, according to a new trial of group classes for children with ASD developed at Goethe University Frankfurt in Germany.

State of the Art sources

• [1] David R. Henley PhD, ATR (2000) Blessings in Disguise: Idiomatic Expression as a Stimulus in Group Art Therapy with Children, Art Therapy, 17:4, 270-275, DOI: 10.1080/07421656.2000.10129762

• [2] Brook, Marie. (2008). Outcome-Based Evaluation of a Social Skills Program Using Art Therapy and Group Therapy for Children on the Autism Spectrum. Children & Schools. 30. 10.1093/cs/30.1.27.

• [3] S. Shamsuddin, H. Yussof, L.I. Ismail, S.Mohamed, F.A. Hanapiah, N.I. ZahariInitial (2012) response in HRI-a case study on evaluation of child with autism spectrum disorder interacting with a humanoid robot Nao. Procedia Engineering, 41 (2012), pp. 1448-1455

• [4] Cabibihan, JJ., Javed, H., Ang, M. et al. Int J of Soc Robotics (2013) 5: 593. https://doi.org/10.1007/s12369-013-0202-2

• [5] J Ricks, Daniel & Colton, Mark. (2010). Trends and Considerations in Robot-Assisted Autism Therapy. Proceedings - IEEE International Conference on Robotics and Automation. 4354 - 4359. 10.1109/ROBOT.2010.5509327.

• [6] A. Amanatiadis, V. G. Kaburlasos, C. Dardani, S. Chatzichristofis (2017), Interactive social robots in special education, Proc. IEEE 7th Intl. Conf. on Consumer Electronics (ICCE), 210-213.

• [7] Barakova, E. I., Bajracharya, P., Willemsen, M. H. J., Lourens, T., & Huskens, B. (2015). Long-term LEGO therapy with humanoid robot for children with ASD. Expert Systems, 32(6), 698-709

• [8] Huskens, B., Palmen, A., Van der Werff, M., Lourens, T., & Barakova, E. (2015). Improving collaborative play between children with autism spectrum disorders and their siblings : the effectiveness of a robot-mediated intervention based on lego (R) therapy. Journal of Autism and Developmental Disorders, 45(11), 3746-3755.

• [9] van Straten, C. L. C., Smeekens, I., Barakova, E. I., Glennon, J., Buitelaar, J. K., & Chen, A. (2018). Effects of robots’ intonation and bodily appearance on robot-mediated communicative treatment outcomes for children with autism spectrum disorder. Personal and Ubiquitous Computing, 22(2), 379-390.

• [10] Diehl, J. J., Schmitt, L. M., Villano, M., & Crowell, C. R. (2012). The Clinical Use of Robots for Individuals with Autism Spectrum Disorders: A Critical Review. Research in autism spectrum disorders, 6(1), 249-262.

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