The present study aimed to assess the validity of using a robotic platform (RODDI) to increase and enhance communicative exchanges between educators and children with Autism Spectrum Disorder (ASD) and intellectual disability. Nine children with ASD and intellectual disability and their educators took part in the study. Their communicative exchanges were assessed in two different settings: a normal play session and a RODDI play session. RODDI platform did not appear to enhance communicative exchanges in children with ASD. They produced a significantly lower number of vocal productions to the educators in the RODDI play sessions than in the normal ones. Even the educators’ vocal production was significantly lower in quantitative and qualitative terms in the RODDI play sessions. However, analysing children’s gaze direction, RODDI appeared to enhance children’s attention on the task. The benefits of using robotic platforms with children with ASD should be further investigated.
Meucci, P., Zampini, L., Giovannetti, A., Quadraroli, A., D'Arrigo, A., Riva, D., et al. (2020). The Challenge of Studying Interaction in Children with Autism Spectrum Disorder during Play Activity with a Robotic Platform. JOURNAL OF DEVELOPMENTAL AND PHYSICAL DISABILITIES, 32(1), 113-129 [10.1007/s10882-019-09687-z].
The Challenge of Studying Interaction in Children with Autism Spectrum Disorder during Play Activity with a Robotic Platform
Zampini L.
;Rossoni E.;
2020
Abstract
The present study aimed to assess the validity of using a robotic platform (RODDI) to increase and enhance communicative exchanges between educators and children with Autism Spectrum Disorder (ASD) and intellectual disability. Nine children with ASD and intellectual disability and their educators took part in the study. Their communicative exchanges were assessed in two different settings: a normal play session and a RODDI play session. RODDI platform did not appear to enhance communicative exchanges in children with ASD. They produced a significantly lower number of vocal productions to the educators in the RODDI play sessions than in the normal ones. Even the educators’ vocal production was significantly lower in quantitative and qualitative terms in the RODDI play sessions. However, analysing children’s gaze direction, RODDI appeared to enhance children’s attention on the task. The benefits of using robotic platforms with children with ASD should be further investigated.
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