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Jeff Goodman

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DE-ENIGMA Project – Robots Teaching Children with ASD to Mind Read: A Feasibility Study of Child-Robot Interaction during Emotion-Recognition Training

on May 11, 2017 7:00:00 PM By Jeff Goodman | 0 Comments | Research
  Children with Autism Spectrum Disorder (ASD) often have difficulty recognizing emotions and facial expressions relative to typically developing children. Several existing projects have shown promise in using robot-assisted interventions for social and academic skills teaching with children with ASD, including emotion recognition. Robots can be more predictable and less complex than interaction with humans, and may be more “comfortable” for autistic children. Little is known, however, about the levels of language, cognitive skill, or sensory tolerance that are necessary or desirable for robot-assisted interventions to be implemented effectively for autistic children.   A. M. Alcorn1, T. Tavassoli1, S. Babović Dimitrijevic2, S. Petrović2, S. Skendzic2, V. Petrović2 and E. Pellicano3, (1)UCL Institute of Education, University College London, Centre for Research in Autism and Education (CRAE), London, United Kingdom, (2)Serbian Society of Autism, Belgrade, Serbia, (3)Centre for Research in Autism and Education (CRAE), UCL Institute of Education, University College London, London, United Kingdom Link to Research Summary
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Robots4Autism: Using a Humanoid Robot as a Co-therapist with Children with ASD

on Oct 6, 2016 7:00:00 PM By Jeff Goodman | 0 Comments | Research
Allison Kroiss, B.S., Danielle Sonego, B.S., Pamela Rollins Ed.D, CCC-SLP Individuals with Autism Spectrum Disorders (ASD) exhibit significant impairments in development in social relatedness, reciprocal social behavior, social communication, joint attention, and language learning. Children with ASD have a preference for objects over people (Lombroso et al., 2009) in addition to superior nonsocial skills constructing and analyzing systems (i.e., computers and robots) (Baron-Cohen, 2005; Baron-Cohen, 2009). Recent research suggests that despite individual differences in performance, children with ASD show more social engagement with a robot as compared to humans or other technological devices (Diehl et al., 2014; Bekele et al., 2013). Download the Study
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