Top

Journal of Autism and Developmental Disorders

Gepubliceerd in:

26-10-2019 | Original Paper

A Robot-Based Play-Drama Intervention May Improve the Joint Attention and Functional Play Behaviors of Chinese-Speaking Preschoolers with Autism Spectrum Disorder: A Pilot Study

Auteurs: Wing-Chee So, Chun-Ho Cheng, Wan-Yi Lam, Ying Huang, Ka-Ching Ng, Hiu-Ching Tung, Wing Wong

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 2/2020

Abstract

Children with autism spectrum disorder (ASD) have deficits in joint attention and play behaviors. We examined whether a robot-based play-drama intervention would promote these skills. Chinese-speaking preschool children were randomly assigned to an intervention group (N = 12) and a waitlist control group (N = 11). Children in the intervention group watched three robot dramas and engaged in role-plays with both robots and human experimenters over the course of 9 weeks. There were significant improvements in joint attention initiations and functional play behaviors in the intervention group. Parents of this group of children also reported less severe social impairments. It was therefore concluded that a robot-based play-drama intervention can enhance the joint attention and play behaviors of children with ASD.

vorige artikel School Inclusion in Children and Adolescents with Autism Spectrum Disorders in France: Report from the ELENA French Cohort Study

volgende artikel Gluten-Free Diet in Children with Autism Spectrum Disorders: A Randomized, Controlled, Single-Blinded Trial

Alleen toegankelijk voor geautoriseerde gebruikers

An utterance consists of a clause that expresses a proposition and includes a predicate (Crystal 1980; Hartmann and Stork 1972; Pei and Gaynor 1954). Utterances containing more than one clause connected by a conjunction for example, and (Cantonese zung6 jau53) or but (daan6 hai6)—were segmented into two utterances.

We have run some preliminary analyses and found that the number of utterances did not correlate to the performance in ESCS and SPA. One possible reason is that the joint attention measured in the ESCS and play skills measured in the SPA were non-verbal behaviors, which might not be related to the amount of speech produced.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-5) (5th ed.). Philadelphia: American Psychiatric Publishing.CrossRef

Baker, M. J. (2000). Incorporating children with autism’s thematic ritualistic behaviors into games to increase social play interactions with siblings. Journal of Positive Behavioral Support,2, 66–84.CrossRef

Baron-Cohen, S. (1991). Precursors to a theory of mind: Understanding attention in others. Natural Theories of Mind: Evolution, Development and Simulation of Everyday Mindreading,1, 233–251.

Bird, G., Leighton, J., Press, C., & Heyes, C. (2007). Intact automatic imitation of human and robot actions in autism spectrum disorders. Proceedings of the Royal Society of London B: Biological Sciences,274(1628), 3027–3031.CrossRef

Blanc, R., Adrien, J. L., Roux, S., & Barthélémy, C. (2005). Dysregulation of pretend play and communication development in children with autism. Autism,9(3), 229–245.CrossRefPubMed

Cabibihan, J. J., Javed, H., Ang, M., & Aljunied, S. M. (2013). Why robots? A survey on the roles and benefits of social robots in the therapy of children with autism. International Journal of Social Robotics,5(4), 593–618.CrossRef

Charman, T. (1998). Specifying the nature and course of the joint attention impairment in autism in the preschool years: Implications for diagnosis and intervention. Autism,2(1), 61–79.CrossRef

Charman, T., Swettenham, J., Baron-Cohen, S., Cox, A., Baird, G., & Drew, A. (1997). Infants with autism: An investigation of empathy, pretend play, joint attention and imitation. Developmental Psychology,33, 781–789.CrossRefPubMed

Chevallier, C., Kohls, G., Troiani, V., Brodkin, E. S., & Schultz, R. T. (2012). The social motivation theory of autism. Trends in Cognitive Sciences,16(4), 231–239.CrossRefPubMedPubMedCentral

Clifford, S., & Dissanayake, C. (2009). Dyadic and triadic behaviours in infancy as precursors to later social responsiveness in young children with autistic disorder. Journal of Autism and Developmental Disorders,39(10), 1369–1380.CrossRefPubMed

Constantino, J. N., & Gruber, C. P. (2005). Social responsive scale (SRS) manual. Los Angeles, CA: Western Psychological Services.

Corbett, B. A., Gunther, J. R., Comins, D., Price, J., Ryan, N., Simon, D., et al. (2011). Brief report: Theatre as therapy for children with autism spectrum disorder. Journal of Autism and Developmental Disorders,41(4), 505–511.CrossRefPubMed

Corbett, B. A., Key, A. P., Qualls, L., Fecteau, S., Newsom, C., Coke, C., et al. (2016). Improvement in social competence using a randomized trial of a theatre intervention for children with autism spectrum disorder. Journal of Autism and Developmental Disorders,46(2), 658–672.CrossRefPubMedPubMedCentral

Crystal, D. (1980). A first dictionary of linguistics and phonetics. Boulder, CO: Westview.

D’Ateno, P., Mangiapanello, K., & Taylor, B. A. (2003). Using video modeling to teach complex play sequences to a preschooler with autism. Journal of Positive Behavior Interventions,5(1), 5–11.CrossRef

De la Cruz, R. E. (1995). The effects of creative drama on the social and oral language skills of with learning disabilities. Unpublished Doctorate Thesis, Illinois State University, USA.

De la Cruz, R. E., Lian, M. C. J., & Morreau, L. E. (1998). The effects of creative drama on social and oral language skills of children with learning disabilities. Youth Theatre Journal,12(1), 89–95.CrossRef

Fenson, L., & Ramsay, D. S. (1980). Decentration and integration of the child’s play in the second year. Child Development,51, 171–178.CrossRef

Fong, T., Nourbakhsh, I., & Dautenhahn, K. (2003). A survey of socially interactive robots. Robotics and Autonomous Systems,42(3–4), 143–166.CrossRef

Gau, S. S. F., Liu, L. T., Wu, Y. Y., Chiu, Y. N., & Tsai, W. C. (2013). Psychometric properties of the Chinese version of the social responsiveness scale. Research in Autism Spectrum Disorders,7(2), 349–360.CrossRef

Goldstein, T. R., & Winner, E. (2012). Enhancing empathy and theory of mind. Journal of Cognition and Development,13(1), 19–37.CrossRef

Hartmann, R. R. K., & Stork, F. C. (1972). Dictionary of language and linguistics. London: Applied Science.

Hobson, R. P., Lee, A., & Hobson, J. A. (2009). Qualities of symbolic play among children with autism: A social-developmental perspective. Journal of Autism Developmental Disorders,39, 12–22.CrossRefPubMed

Holmes, E., & Willoughby, T. (2005). Play behaviour of children with autism spectrum disorders. Journal of Intellectual and Developmental Disability,30(3), 156–164.CrossRef

Jarrold, C., Boucher, J., & Smith, P. K. (1996). Generativity deficits in pretend play in autism. British Journal of Developmental Psychology,14(3), 275–300.CrossRef

Jones, E. A., & Carr, E. G. (2004). Joint attention in children with autism: Theory and intervention. Focus on Autism and Other Developmental Disabilities,19(1), 13–26.CrossRef

Kaale, A., Smith, L., & Sponheim, E. (2012). A randomized controlled trial of preschool-based joint attention intervention for children with autism. Journal of Child Psychology and Psychiatry,53(1), 97–105.CrossRefPubMed

Kasari, C., Freeman, S., & Paparella, T. (2006). Joint attention and symbolic play in young children with autism: A randomized controlled intervention study. Journal of Child Psychology and Psychiatry,47(6), 611–620.CrossRefPubMed

Kasari, C., Gulsrud, A., Freeman, S., Paparella, T., & Hellemann, G. (2012). Longitudinal follow-up of children with autism receiving targeted interventions on joint attention and play. Journal of the American Academy of Child and Adolescent Psychiatry,51(5), 487–495.CrossRefPubMedPubMedCentral

Kasari, C., Lawton, K., Shih, W., Barker, T. V., Landa, R., Lord, C., et al. (2014). Caregiver-mediated intervention for low-resourced preschoolers with autism: An RCT. Pediatrics,134(1), e72.CrossRefPubMedPubMedCentral

Kim, E. S., Berkovits, L. D., Bernier, E. P., Leyzberg, D., Shic, F., Paul, R., et al. (2013). Social robots as embedded reinforcers of social behavior in children with autism. Journal of Autism and Developmental Disorders,43(5), 1038–1049.CrossRefPubMed

Kim, J., Wigram, T., & Gold, C. (2008). The effects of improvisational music therapy on joint attention behaviors in autistic children: A randomized controlled study. Journal of Autism and Developmental Disorders,38(9), 1758.CrossRefPubMed

Koegel, L. K., Koegel, R. L., Harrower, J. K., & Carter, C. M. (1999). Pivotal response intervention I: Overview of approach. Journal of the Association for Persons with Severe Handicaps,24(3), 174–185.CrossRef

Koegel, R. L., & Koegel, L. K. (2006). Pivotal response treatments for autism: Communication, social, & academic development. Baltimore: Paul H Brookes Publishing.

Kozima, H., Michalowski, M. P., & Nakagawa, C. (2009). Keepon. International Journal of Social Robotics,1(1), 3–18.CrossRef

LaGasse, A. B. (2014). Effects of a music therapy group intervention on enhancing social skills in children with autism. Journal of Music Therapy,51(3), 250–275.CrossRefPubMed

Lang, R., O’Reilly, M., Sigafoos, J., Lancioni, G. E., Machalicek, W., Rispoli, M., et al. (2009). Enhancing the effectiveness of a play intervention by abolishing the reinforcing value of stereotypy: A pilot study. Journal of Applied Behavior Analysis,42(4), 889–894.CrossRefPubMedPubMedCentral

Li, H., Cabibihan, J. J., & Tan, Y. K. (2011). Towards an effective design of social robots. International Journal of Social Robotics,3(4), 333–335.CrossRef

Lord, C., Rutter, M., DiLavore, P., Risi, S., Gotham, K., & Bishop, S. (2012). Autism diagnostic observation schedule second edition (ADOS-2) manual (part 1): Modules 1-4. Torrance, CA: Western Psychological Services.

Lydon, H., Healy, O., & Leader, G. (2011). A comparison of video modeling and pivotal response training to teach pretend play skills to children with autism spectrum disorder. Research in Autism Spectrum Disorders,5(2), 872–884.CrossRef

Maddox, B. B., Miyazaki, Y., & White, S. W. (2017). Long-term effects of CBT on social impairment in adolescents with ASD. Journal of Autism Developmental Disorders,12, 3872–3882.CrossRef

Markram, K., & Markram, H. (2010). The intense world theory: A unifying theory of the neurobiology of autism. Frontiers in Human Neuroscience,4, 224.CrossRefPubMedPubMedCentral

Masi, A., DeMayo, M. M., Glozier, N., & Guastella, A. J. (2017). An overview of autism spectrum disorder, heterogeneity and treatment options. Neuroscience Bulletin,33(2), 183–193.CrossRefPubMedPubMedCentral

McCune-Nicolich, L., & Fenson, L. (1984). Methodological issues in studying early pretend play (pp. 81–124). Developmental and Applied: Child’s Play.

Meindl, J. N., & Cannella-Malone, H. I. (2011). Initiating and responding to joint attention bids in children with autism: A review of the literature. Research in Developmental Disabilities,32(5), 1441–1454.CrossRefPubMed

Miyamoto, E., Lee, M., Fujii, H., & Okada, M. (2005). How can robots facilitate social interaction of children with autism? Possible implications for educational environments. Lund: Lund University Cognitive Studies.

Mullen, E. M. (1995). Mullen scales of early learning. Minnesota: American Guidance Service, U.S.A.

Mundy, P. (1995). Joint attention and social-emotional approach behavior in children with autism. Development and Psychopathology,7(1), 63–82.CrossRef

Mundy, P., Block, J., Delgado, C., Pomares, Y., Van Hecke, A. V., & Parlade, M. V. (2007). Individual differences and the development of joint attention in infancy. Child Development,78(3), 938–954.CrossRefPubMedPubMedCentral

Mundy, P., Hogan, A., & Doelring, P. (1996). A preliminary manual for the abridged Early Social Communication Scales. Coral Gables, FL: University of Miami.

Mundy, P., Sigman, M., & Kasari, C. (1994). Joint attention, developmental level, and symptom presentation in autism. Development and Psychopathology,6(3), 389–401.CrossRef

Mundy, P., Sigman, M., Ungerer, J., & Sherman, T. (1986). Defining the social deficits of autism: The contribution of non-verbal communication measures. Journal of Child Psychology and Psychiatry,27(5), 657–669.CrossRefPubMed

Mundy, P., & Willoughby, J. (1996). Nonverbal communication, joint attention, and early socioemotional development. In M. Lewis & M. W. Sullivan (Eds.), Emotional development in atypical children (pp. 65–88). Mahwah, NJ: Erlbaum.

Murza, K. A., Schwartz, J. B., Hahs-Vaughn, D. L., & Nye, C. (2016). Joint attention interventions for children with autism spectrum disorder: A systematic review and meta-analysis. International Journal of Language & Communication Disorders,51(3), 236–251.CrossRef

O’Donnell, C. L. (2008). Defining, conceptualizing, and measuring fidelity of implementation and its relationship to outcomes in K–12 curriculum intervention research. Review of Educational Research,78(1), 33–84.CrossRef

Olsson, N. C., Flygare, O., Coco, C., Gorling, A., et al. (2017). Social skills training for children and adolescents with autism spectrum disorder: A randomized controlled trial. Journal of the American Academy of Child and Adolescent Psychiatry,56(7), 585–592.CrossRef

Osterling, J., & Dawson, G. (1994). Early recognition of children with autism: A study of first birthday home videotapes. Journal of Autism and Developmental Disorders,24(3), 247–257.CrossRefPubMed

Pei, M. A., & Gaynor, F. (1954). A dictionary of linguistics. New York: Philosophical Library.

Peter, M. (2003). Drama, narrative and early learning. British Journal of Special Education,30(1), 21–27.CrossRef

Pierno, A. C., Mari, M., Lusher, D., & Castiello, U. (2008). Robotic movement elicits visuomotor priming in children with autism. Neuropsychologia,46(2), 448–454.CrossRefPubMed

Ricks, D. J., & Colton, M. B. (2010, May). Trends and considerations in robot-assisted autism therapy. In IEEE Robotics and Automation (ICRA), 2010 IEEE International Conference on (pp. 4354–4359). IEEE.

Scassellati, B., Admoni, H., & Matarić, M. (2012). Robots for use in autism research. Annual Review of Biomedical Engineering,14, 275–294.CrossRefPubMed

Sigman, M., Ruskin, E., Arbelle, S., Corona, R., Dissanayake, C., Espinosa, M., et al. (1999). Continuity and change in the social competence of children with autism, Down syndrome, and developmental delays. Monographs of the Society for Research in Child Development,64, 1–114.CrossRefPubMed

Sigman, M., & Ungerer, J. A. (1984). Cognitive and language skills in autistic, mentally retarded, and normal children. Developmental Psychology,20(2), 293.CrossRef

So, W. C., Wong, M. Y., Cabibihan, J. J., Lam, C. Y., Chan, R. Y., & Qian, H. H. (2016). Using robot animation to promote gestural skills in children with autism spectrum disorders. Journal of Computer Assisted Learning,32(6), 632–646.CrossRef

So, W. C., Wong, M. K. Y., Lam, W. Y., Cheng, C. H., Ku, S. Y., Lam, K. Y., et al. (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. Research in Developmental Disabilities,86, 62–75.CrossRefPubMed

So, W. C., Wong, M. K. Y., Lam, W. Y., Cheng, C. H., Yang, J. H., Huang, Y., et al. (2018a). Robot-based intervention may reduce delay in the production of intransitive gestures in Chinese-speaking preschoolers with autism spectrum disorder. Molecular Autism,9(1), 34.CrossRefPubMedPubMedCentral

So, W. C., Wong, M. K. Y., Lam, K. Y., Lam, W. Y., Chui, A. T. F., Lee, T. L., et al. (2018b). Using a social robot to teach gestural recognition and production in children with autism spectrum disorders. Disability and Rehabilitation: Assistive Technology,13(6), 527–539.PubMed

Stone, W. L., & Yoder, P. J. (2001). Predicting spoken language level in children with autism spectrum disorders. Autism,5(4), 341–361.CrossRefPubMed

Tapus, A., Peca, A., Aly, A., Pop, C., Jisa, L., Pintea, S., et al. (2012). Children with autism social engagement in interaction with Nao, an imitative robot: A series of single case experiments. Interaction Studies,13(3), 315–347.CrossRef

Taylor, B. A., & Hoch, H. (2008). Teaching children with autism to respond to and initiate bids for joint attention. Journal of Applied Behavior Analysis,41(3), 377–391.CrossRefPubMedPubMedCentral

Thomas, N., & Smith, C. (2004). Developing play skills in children with autistic spectrum disorders. Educational Psychology in Practice,20(3), 195–206.CrossRef

Thurm, A., Lord, C., Lee, L. C., & Newschaffer, C. (2007). Predictors of language acquisition in preschool children with autism spectrum disorders. Journal of Autism and Developmental Disorders,37(9), 1721–1734.CrossRefPubMed

Tsao, L. L., & Odom, S. L. (2006). Sibling-mediated social interaction intervention for young children with autism. Topics in Early Childhood Special Education,26(2), 106–123.CrossRef

Ungerer, J. A., & Sigman, M. (1981). Symbolic play and language comprehension in autistic children. Journal of the American Academy of Child Psychiatry,20(2), 318–337.CrossRefPubMed

Vanderborght, B., Simut, R., Saldien, J., Pop, C., Rusu, A. S., Pintea, S., et al. (2012). Using the social robot probo as a social story telling agent for children with ASD. Interaction Studies,13(3), 348–372.CrossRef

Wellman, H. M., Fang, F., Liu, D., Zhu, L., & Liu, G. (2006). Scaling of theory-of-mind understandings in Chinese children. Psychological Science,17(12), 1075–1081.CrossRefPubMed

Wellman, H. M., & Liu, D. (2004). Scaling of theory-of-mind tasks. Child Development,75(2), 523–541.CrossRefPubMed

Werry, I., Dautenhahn, K., Ogden, B., & Harwin, W. (2001). Can social interaction skills be taught by a social agent? The role of a robotic mediator in autism therapy. In M. Beynon, C. L. Nehaniv, & K. Dautenhahn (Eds.), Cognitive technology: Instruments of mind (pp. 57–74). Berlin: Springer.CrossRef

White, P. J., O’Reilly, M., Streusand, W., Levine, A., Sigafoos, J., Lancioni, G., et al. (2011). Best practices for teaching joint attention: A systematic review of the intervention literature. Research in Autism Spectrum Disorders,5(4), 1283–1295.CrossRef

Wong, C., & Kasari, C. (2012). Play and joint attention of children with autism in the preschool special education classroom. Journal of Autism and Developmental Disorders,42(10), 2152–2161.CrossRefPubMedPubMedCentral

Titel: A Robot-Based Play-Drama Intervention May Improve the Joint Attention and Functional Play Behaviors of Chinese-Speaking Preschoolers with Autism Spectrum Disorder: A Pilot Study
Auteurs: Wing-Chee So
Chun-Ho Cheng
Wan-Yi Lam
Ying Huang
Ka-Ching Ng
Hiu-Ching Tung
Wing Wong
Publicatiedatum: 26-10-2019
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 2/2020
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-019-04270-z

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 2/2020

The Effects of Stability Ball Seating on the Behavior of Children with Autism During Instructional Activities

Parenting Strategies Used by Parents of Children with ASD: Differential Links with Child Problem Behaviour

Exploring the Moderating Role of Benefit Finding on the Relationship Between Child Problematic Behaviours and Psychological Distress in Caregivers of Children with ASD

The Influence of Race and Ethnicity on the Relationship between Family Resilience and Parenting Stress in Caregivers of Children with Autism

School Inclusion in Children and Adolescents with Autism Spectrum Disorders in France: Report from the ELENA French Cohort Study

Predictors of Trauma Exposure and Trauma Diagnoses for Children with Autism and Developmental Disorders Served in a Community Mental Health Clinic