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Journal of Autism and Developmental Disorders

Gepubliceerd in:

09-03-2019 | Original Paper

Outcomes of a Robot-Assisted Social-Emotional Understanding Intervention for Young Children with Autism Spectrum Disorders

Auteurs: Flavia Marino, Paola Chilà, Stefania Trusso Sfrazzetto, Cristina Carrozza, Ilaria Crimi, Chiara Failla, Mario Busà, Giuseppe Bernava, Gennaro Tartarisco, David Vagni, Liliana Ruta, Giovanni Pioggia

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 6/2020

Abstract

This study is a randomized control trial aimed at testing the role of a human-assisted social robot as an intervention mediator in a socio-emotional understanding protocol for children with autism spectrum disorders (ASD). Fourteen children (4–8 years old) were randomly assigned to 10 sessions of a cognitive behavioural therapy (CBT) intervention implemented in a group setting either with or without the assistance of a social robot. The CBT protocol was based on Rational Emotive Behaviour Therapy (REBT) principles. Pre- and post-intervention assessments were conducted using the Test of Emotional Comprehension (TEC) and the Emotional Lexicon Test (ELT). Substantial improvements in contextualized emotion recognition, comprehension and emotional perspective-taking through the use of human-assisted social robots were attained.

vorige artikel Effects of Cognitive Behavioral Therapy for Reducing Anxiety in Children with High Functioning ASD: A Systematic Review and Meta-Analysis

volgende artikel Writing Interventions for Individuals with Autism Spectrum Disorder: A Research Synthesis

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In this paper, we have chosen to use the expression “on the autism spectrum” to describe children with a diagnosis of autism spectrum disorder according to DSM-5 (American Psychiatric Association 2013). This expression is widely accepted by professionals and stakeholders (Kenny et al. 2016) and avoids the person-first (person with autism or ASD) versus identity-first debate (autistic or ASD person). The children involved in our study are too young to choose for themselves how to self-identify and we do not feel comfortable choosing for them. Unless otherwise specified, in the following we will focus on individuals without intellectual disability, with functional language and with a DSM-5 symptom severity level of 1 or 2 on both DSM-5 domains.

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Titel: Outcomes of a Robot-Assisted Social-Emotional Understanding Intervention for Young Children with Autism Spectrum Disorders
Auteurs: Flavia Marino
Paola Chilà
Stefania Trusso Sfrazzetto
Cristina Carrozza
Ilaria Crimi
Chiara Failla
Mario Busà
Giuseppe Bernava
Gennaro Tartarisco
David Vagni
Liliana Ruta
Giovanni Pioggia
Publicatiedatum: 09-03-2019
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 6/2020
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-019-03953-x

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