The current study was part of a larger work investigating the effects of intervention incorporating a robot on the social engagement behaviors of children with autism. The larger study implemented a single-subject, multiple-baseline research design in which four children with autism participated in baseline sessions, traditional intervention, intervention including a robot, and follow-up sessions. The current study focused on the participant's responses to directives from the clinician and the parent during collaborative activities that included the robot. Children's responses were analyzed to determine if they responded to directives without assistance, responded with hand-over-hand assistance, or did not comply. Sessions were complex and required the development of a detailed analysis system to ensure fidelity. Overall results were highly variable but showed gains in one child. Clinical observation suggested that all four children benefited from their exposure to the robot, particularly with regards to regulation. Although variable, the results of this study suggest potential for the promotion and generalization of a child's ability to respond to social engagement bids with other humans. Additional research should be conducted to establish the effectiveness of a robot in intervention in generalizing social engagement behaviors in children with autism.
College and Department
David O. McKay School of Education; Communication Disorders
BYU ScholarsArchive Citation
Ririe, Shereen, "Intervention with Children with Autism: The Effect of Using a Robot on Participation in Reciprocal Play" (2013). Theses and Dissertations. 3947.
Autism, Robotics, Joint Attention, TiLar