ROBÓTICA E TRANSTORNO DO ESPECTRO AUTISTA EM PUBLICAÇÕES COM FOCO EDUCACIONAL ESCOLAR

Este artigo se propõe a realizar um levantamento sobre as publicações que contemplam a interseção da robótica e do autismo, no campo educacional. Por meio da metodologia de revisão bibliográfica, foi realizado um levantamento nos portais Capes e Scielo, a partir de palavras-chave e aplicados filtros com a intencionalidade de se refinar a busca por artigos que, de fato, estabelecessem uma relação entre o autismo, a robótica e a educação. Após a aplicação dos filtros, localizamos 10 artigos sobre o tema e identificamos quatro abordagens expressas neles: o uso de tecnologia com foco educacional escolar; uso da robótica em sessões de terapia no ambiente escolar; tecnologias existentes para o uso de pessoas com autismo; e perspectiva dos profissionais sobre o uso da robótica. O estudo mostrou uma escassa produção sobre a relação entre robótica e o autismo no ambiente escolar, o que indica a necessidade de mais pesquisas sobre o tema

Desarrollo de la comprensión emocional ¿Qué tipo de tecnología para qué alumno con trastorno del espectro autista? Revisión sistemática

The lack of information on the use of technology in children with autism spectrum disorder (ASD) of different profiles can make it difficult for teachers and students to benefit from the most effective technology support tailored to their needs. The aim of this review was to analyze and synthesize scientific evidence on the effectiveness of technological resources in improving the emotional understanding of students with high and low functioning ASD profiles. A systematic review of the scientific publications indexed in some of the most relevant databases was carried out following the criteria established in the PRISMA declaration. A total of 38 articles that met the pre-established inclusion criteria were analyzed. The results show the importance of designing versatile systems that can be customized and adapted in real time and in natural contexts with a clearly inclusive approach. But they also suggest that technology may not be an appropriate complementary intervention tool for all children with ASD. This underlines the need for additional well-controlled tests on the characteristics that would allow identifying which students might or might not benefit from different technology modalities.La falta de información sobre el uso de la tecnología en niños con tras-torno del espectro autista (TEA) de diferentes perfiles puede dificultar que docentes y alumnos se estén beneficiando del apoyo tecnológico más eficaz y ajustado a sus necesidades. El objetivo de esta revisión fue analizar y sintetizar la evidencia científica sobre la eficacia de los recursos tecnológicos en la mejora de la comprensión emocional de estudiantes con TEA con perfiles de alto y bajo funcionamiento. Para ello se realizó una revisión sistemática de las publicaciones científicas indexadas en algunas de las bases de datos de mayor relevancia siguiendo los criterios establecidos en la declaración PRISMA. En total se analizaron 38 artículos que cumplieron con los criterios de inclusión preestablecidos. Los resultados muestran la importancia de diseñar sistemas versátiles que puedan personalizarse y adaptarse en tiempo real y en contextos naturales con un enfoque claramente inclusivo. Pero también sugieren que la tecnología puede no ser una herramienta de intervención complementaria adecuada para todos los niños con TEA. Lo que subraya la necesidad de ensayos adicionales bien controlados sobre las características que permitan identificar qué estudiantes podrían o no beneficiarse de diferentes modalidades de tecnología

Interactive Robots: Therapy Robots

Robots are becoming increasingly common in many areas of human life as technology advances. Considering the usage areas, robots appear in a wide range, from entertainment to psychotherapy. In addition to its role in facilitating human life, its use in the health field has recently been quite remarkable. In this study, interactive robots are evaluated in general and their use in the mental health field is discussed on a large scale. Accordingly, the primary purpose of this study is to examine the need for the development of interactive and therapy robots, their areas of use, and studies on their effectiveness as well as therapy robots that are generally accepted in the relevant literature. The results of the examination show that interactive robots are classified into six groups: social, entertainment, educational, rehabilitation, sex, and therapy robots. In the related literature, Eliza, Woebot, Youper, Wysa, Simsensei Kiosk, Paro, NeCoRo, Kaspar, Bandit, and Pepper have generally been accepted as therapy robots. The results of the studies demonstrate the effectiveness and the usage of interactive therapy robots in therapy for different groups and needs, especially for disadvantaged individuals. On the other hand, it is considered that more research on the effectiveness of robots is needed. Considering the effects on mental health and quality of life, it is believed that the usage of robots in therapy is important and its widespread use will have a significant positive effect in the field

Using the humanoid robot Kaspar in a Greek school environment to support children with Autism Spectrum Condition

Previous studies conducted with the humanoid robot Kaspar in the UK have yielded many encouraging results. This paper examines the influence of conducting play sessions with Kaspar on the social and communication skills of children diagnosed with Autism Spectrum Condition (ASC) and suggests possible ways for using the robot as a (therapeutic) tool in a Greek school for children with special needs. Over a period of 10 weeks 7 children took part in a total of 111 individual play sessions with the Kaspar robot. Each child participated in between 12 and 18 sessions with the robot. The results from this study indicate that the play sessions with Kaspar appear to have positively influenced the behaviours of some of the children in specific domains such as communication and interaction, prompted speech, unprompted imitation and focus/attention. Furthermore, the children’s teachers expressed positive views regarding the impact of the play sessions on the children and offered interesting suggestions about the ways in which the robot could potentially be used in everyday teaching tasks and were eager to obtain a Kaspar for their classroom activities

Play-based interventions to support social and communication development in autistic children aged 2–8 years: A scoping review

Funder: LEGO FoundationBackground and aims: Play is used by practitioners from across disciplinary backgrounds as a natural and enjoyable context for providing intervention and support in early childhood. In the case of autism interventions, many therapies are based on the association between social play and the development of social skills, language development, and communication skills, as these are often particular areas of challenge for autistic children. However, play is a wide-ranging concept and the extant literature on play-based interventions is large and heterogeneous. This means it is challenging for practitioners and families to navigate the evidence base and make choices about differing intervention strategies. This review aims to provide a comprehensive map of the research on this topic and to develop a conceptual framework to inform clinical decision-making. Methods: An initial stakeholder consultation confirmed the relevance of the topic to practitioners and autistic people. A scoping review methodology (preregistered) was used to identify relevant literature. We systematically searched seven databases to find peer-reviewed primary intervention studies of play-based approaches targeting language, social and communication outcomes for autistic children aged 2-8 years. We then summarised the literature using narrative synthesis and Evidence Gap Maps (EGMs). The literature was summarised according to a range of characteristics, including study design, population characteristics, agent of intervention and outcomes measured, among others. These summaries were then used to develop a framework for some key considerations for practitioners appraising play-based approaches. Results: 388 studies met inclusion criteria. Approximately 21% of studies were RCTs, and over 50% had ≤10 participants. Over 45% of studies reported multiple relevant outcomes, with social play skills being the most common single intervention target. Girls and minority background groups are under-represented. A range of intervention types were identified, and some high-level categorisations are proposed. Main contribution: On the basis of the evidence synthesis we suggest important dimensions for appraisal of play-based interventions, including the role of play within an intervention (as a context, a key developmental mechanism, or a component of a larger approach), the underpinning philosophy (e.g. behaviourist or developmental), and the role of the practitioner (providing parent feedback, 1:1 intervention, group facilitation). Conclusions: The wide range of approaches uncovered by this review is a testament to the wonderful diversity inherent to both play and autism. However, research could usefully focus on consolidating the evidence base for existing approaches, rather than aiming for further diversification. Implications: The conceptual framework proposed in this review can help practitioners appraise the literature and aid their advice to families when making shared intervention decisions