Skip to main content
Top
Gepubliceerd in: Journal of Autism and Developmental Disorders 11/2015

06-12-2014 | Original Paper

Reversal Learning Task in Children with Autism Spectrum Disorder: A Robot-Based Approach

Auteurs: Cristina A. Costescu, Bram Vanderborght, Daniel O. David

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 11/2015

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

Children with autism spectrum disorder (ASD) engage in highly perseverative and inflexible behaviours. Technological tools, such as robots, received increased attention as social reinforces and/or assisting tools for improving the performance of children with ASD. The aim of our study is to investigate the role of the robotic toy Keepon in a cognitive flexibility task performed by children with ASD and typically developing (TD) children. The number of participants included in this study is 81 children: 40 TD children and 41 children with ASD. Each participant had to go through two conditions: robot interaction and human interaction in which they had performed the reversal learning task. Our primary outcomes are the number of errors from acquisition phase and from reversal phase of the task; as secondary outcomes we have measured attentional engagement and positive affect. The results of this study showed that children with ASD are more engaged in the task and they seem to enjoy more the task when interacting with the robot compared with the interaction with the adult. On the other hand their cognitive flexibility performance is, in general, similar in the robot and the human conditions with the exception of the learning phase where the robot can interfere with the performance. Implication for future research and practice are discussed.
Literatuur
go back to reference Admoni, H., Bank, C., Tan, J., Toneva, M., & Scassellati, B. (2011). Robot gaze does not reflexively cue human attention. In Proceedings of the 33rd annual conference of the cognitive science society (pp. 1983–1988). Austin, TX: Cognitive Science Society. Admoni, H., Bank, C., Tan, J., Toneva, M., & Scassellati, B. (2011). Robot gaze does not reflexively cue human attention. In Proceedings of the 33rd annual conference of the cognitive science society (pp. 1983–1988). Austin, TX: Cognitive Science Society.
go back to reference Bandura, A. (1962). Social learning through imitation. In M. R. Jones (Ed.), Nebraska symposium on motivation (pp. 211–269). Lincoln: University of Nebraska Press. Bandura, A. (1962). Social learning through imitation. In M. R. Jones (Ed.), Nebraska symposium on motivation (pp. 211–269). Lincoln: University of Nebraska Press.
go back to reference Bedford, R., Elsabbagh, M., Gliga, T., Pickles, A., Senju, A., Charman, T., & Johnson, M. H. (2012). Precursors to social and communication difficulties in infants at-risk for autism: Gaze following and attentional engagement. Journal of Autism and Developmental Disorders, 42(10), 2208–2218. doi:10.1007/s10803-012-1450-y.CrossRefPubMed Bedford, R., Elsabbagh, M., Gliga, T., Pickles, A., Senju, A., Charman, T., & Johnson, M. H. (2012). Precursors to social and communication difficulties in infants at-risk for autism: Gaze following and attentional engagement. Journal of Autism and Developmental Disorders, 42(10), 2208–2218. doi:10.​1007/​s10803-012-1450-y.CrossRefPubMed
go back to reference Bernier, E. P., & Scassellati, B. (2010). The similarity-attraction effect in human–robot interaction. In IEEE 9th international conference on development and learning (ICDL) (pp. 286–290). IEEE. Bernier, E. P., & Scassellati, B. (2010). The similarity-attraction effect in human–robot interaction. In IEEE 9th international conference on development and learning (ICDL) (pp. 286–290). IEEE.
go back to reference Cambridge Cognition. (2002). CANTAB 1. Cambridge Cognition. Cambridge Cognition. (2002). CANTAB 1. Cambridge Cognition.
go back to reference Cao, H. L., Van de Perre, G., Simut, R., Pop, C., Peca, A., Lefeber, D., & Vanderborght, B. (2014). Enhancing my Keepon robot: A simple and low-cost solution for robot platform in human–robot interaction studies. In 2014 ROMAN: The 23rd IEEE international workshop on robot and human interactive communication. Cao, H. L., Van de Perre, G., Simut, R., Pop, C., Peca, A., Lefeber, D., & Vanderborght, B. (2014). Enhancing my Keepon robot: A simple and low-cost solution for robot platform in human–robot interaction studies. In 2014 ROMAN: The 23rd IEEE international workshop on robot and human interactive communication.
go back to reference Costescu, C., Vanderborght, B., & David, D. (2014). The effects of robot-enhanced psychotherapy: A meta-analysis. Review of General Psychology. doi:10.1037/gpr0000007. Costescu, C., Vanderborght, B., & David, D. (2014). The effects of robot-enhanced psychotherapy: A meta-analysis. Review of General Psychology. doi:10.​1037/​gpr0000007.
go back to reference David, D., Anton, R., Stefan, S., Mogoase, C., & Matu, S. (2010). Adaptation of the autism diagnostic observation schedule. Bucharest, Romania: O.S. Publishing. David, D., Anton, R., Stefan, S., Mogoase, C., & Matu, S. (2010). Adaptation of the autism diagnostic observation schedule. Bucharest, Romania: O.S. Publishing.
go back to reference Duquette, A., Michaud, F., & Mercier, H. (2008). Exploring the use of a mobile robot as an imitation agent with children with low-functioning autism. Autonomous Robots, 24(2), 147–157. doi:10.1007/s10514-007-9056-5.CrossRef Duquette, A., Michaud, F., & Mercier, H. (2008). Exploring the use of a mobile robot as an imitation agent with children with low-functioning autism. Autonomous Robots, 24(2), 147–157. doi:10.​1007/​s10514-007-9056-5.CrossRef
go back to reference Feil-Seifer, D., & Mataric, M. (2008). Robot-assisted therapy for children with autism spectrum disorders. In Proceedings of the 7th international conference on interaction design and children (pp. 49–52). ACM. Feil-Seifer, D., & Mataric, M. (2008). Robot-assisted therapy for children with autism spectrum disorders. In Proceedings of the 7th international conference on interaction design and children (pp. 49–52). ACM.
go back to reference Ferrari, E., Robins, B., & Dautenhahn, K. (2009). Therapeutic and educational objectives in robot assisted play for children with autism. In The 18th IEEE international symposium on robot and human interactive communication. RO-MAN (pp. 108–114). IEEE. Ferrari, E., Robins, B., & Dautenhahn, K. (2009). Therapeutic and educational objectives in robot assisted play for children with autism. In The 18th IEEE international symposium on robot and human interactive communication. RO-MAN (pp. 108–114). IEEE.
go back to reference Goldsmith, T. R., & LeBlanc, L. A. (2004). Use of technology in interventions for children with autism. Journal of Early and Intensive Behavior Intervention, 1(2), 166–178.CrossRef Goldsmith, T. R., & LeBlanc, L. A. (2004). Use of technology in interventions for children with autism. Journal of Early and Intensive Behavior Intervention, 1(2), 166–178.CrossRef
go back to reference Heaton, R. K., Chelune, G. J., Talley, J. L., Kay, G. G., & Curtiss, G. (1993). Wisconsin card sort test manual: Revised and expanded. Odessa, FL: Psychological Assessment Resources. Heaton, R. K., Chelune, G. J., Talley, J. L., Kay, G. G., & Curtiss, G. (1993). Wisconsin card sort test manual: Revised and expanded. Odessa, FL: Psychological Assessment Resources.
go back to reference Hume, K., Plavnick, J., & Odom, S. L. (2012). Promoting task accuracy and independence in students with autism across educational setting through the use of individual work systems. Journal of Autism and Developmental Disorders, 42(10), 2084–2099. doi:10.1007/s10803-012-1457-4.CrossRefPubMed Hume, K., Plavnick, J., & Odom, S. L. (2012). Promoting task accuracy and independence in students with autism across educational setting through the use of individual work systems. Journal of Autism and Developmental Disorders, 42(10), 2084–2099. doi:10.​1007/​s10803-012-1457-4.CrossRefPubMed
go back to reference Kim, E. S., Berkovits, L. D., Bernier, E. P., Leyzberg, D., Shic, F., Paul, R., & Scassellati, B. (2013). Social robots as embedded reinforcers of social behavior in children with autism. Journal of Autism and Developmental Disorders, 43(5), 1038–1049. doi:10.1007/s10803-012-1645-2.CrossRefPubMed Kim, E. S., Berkovits, L. D., Bernier, E. P., Leyzberg, D., Shic, F., Paul, R., & Scassellati, B. (2013). Social robots as embedded reinforcers of social behavior in children with autism. Journal of Autism and Developmental Disorders, 43(5), 1038–1049. doi:10.​1007/​s10803-012-1645-2.CrossRefPubMed
go back to reference Kim, E. S., Paul, R., Shic, F., & Scassellati, B. (2012). Bridging the research gap: Making HRI useful to individuals with autism. Journal of Human–Robot Interaction, 1(1), 24–56. doi:10.5898/JHRI.1.1.Kim. Kim, E. S., Paul, R., Shic, F., & Scassellati, B. (2012). Bridging the research gap: Making HRI useful to individuals with autism. Journal of Human–Robot Interaction, 1(1), 24–56. doi:10.​5898/​JHRI.​1.​1.​Kim.
go back to reference Kozima, H., Nakagawa, C., & Yano, H. (2003). Attention coupling as a prerequisite for social interaction. In Proceedings of the 12th IEEE international workshop robot and human interactive communication, 2003. ROMAN (pp. 109–114). IEEE. Kozima, H., Nakagawa, C., & Yano, H. (2003). Attention coupling as a prerequisite for social interaction. In Proceedings of the 12th IEEE international workshop robot and human interactive communication, 2003. ROMAN (pp. 109–114). IEEE.
go back to reference Lionello-DeNolf, K. M., McIlvane, W. J., Canovas, D. S., De Souza, D. G., & Barros, R. S. (2008). Reversal learning set and functional equivalence in children with and without autism. The Psychological Record, 58(1), 15–36.PubMedCentralPubMed Lionello-DeNolf, K. M., McIlvane, W. J., Canovas, D. S., De Souza, D. G., & Barros, R. S. (2008). Reversal learning set and functional equivalence in children with and without autism. The Psychological Record, 58(1), 15–36.PubMedCentralPubMed
go back to reference Lord, C., Risi, S., Lambrecht, L., Cook, E. H., Jr, Leventhal, B. L., DiLavore, P. C., & Rutter, M. (2000). The autism diagnostic observation schedule—generic: A standard measure of social and communication deficits associated with the spectrum of autism. Journal of Autism and Developmental Disorders, 30(3), 205–223. doi:10.1023/A:1005592401947.CrossRefPubMed Lord, C., Risi, S., Lambrecht, L., Cook, E. H., Jr, Leventhal, B. L., DiLavore, P. C., & Rutter, M. (2000). The autism diagnostic observation schedule—generic: A standard measure of social and communication deficits associated with the spectrum of autism. Journal of Autism and Developmental Disorders, 30(3), 205–223. doi:10.​1023/​A:​1005592401947.CrossRefPubMed
go back to reference Odom, S. L., Collet-Klingenberg, L., Rogers, S. J., & Hatton, D. D. (2010). Evidence-based practices in interventions for children and youth with autism spectrum disorders. Preventing School Failure: Alternative Education for Children and Youth, 54(4), 275–282. doi:10.1080/10459881003785506.CrossRef Odom, S. L., Collet-Klingenberg, L., Rogers, S. J., & Hatton, D. D. (2010). Evidence-based practices in interventions for children and youth with autism spectrum disorders. Preventing School Failure: Alternative Education for Children and Youth, 54(4), 275–282. doi:10.​1080/​1045988100378550​6.CrossRef
go back to reference Panerai, S., Tasca, D., Ferri, R., Genitori D’Arrigo, V., & Elia, M. (2014). Executive functions and adaptive behaviour in autism spectrum disorders with and without intellectual disability. Psychiatry Journal, 1, 1–11. doi:10.1155/2014/941809.CrossRef Panerai, S., Tasca, D., Ferri, R., Genitori D’Arrigo, V., & Elia, M. (2014). Executive functions and adaptive behaviour in autism spectrum disorders with and without intellectual disability. Psychiatry Journal, 1, 1–11. doi:10.​1155/​2014/​941809.CrossRef
go back to reference Pop, C., Pintea, S., Vanderborght, B., & David, D. (2014). Enhancing play skills, engagement and social skills in a play task in ASD children by using robot-based interventions: A pilot study. Interaction Studies, 15(2), 292–320.CrossRef Pop, C., Pintea, S., Vanderborght, B., & David, D. (2014). Enhancing play skills, engagement and social skills in a play task in ASD children by using robot-based interventions: A pilot study. Interaction Studies, 15(2), 292–320.CrossRef
go back to reference Pop, C. A., Simut, R. E., Pintea, S., Saldien, J., Rusu, A. S., Vanderfaeillie, J., et al. (2013). Social robots vs. computer display: Does the way social stories are delivered make a difference for their effectiveness on ASD children? Journal of Educational Computing Research, 49(3), 381–401. doi:10.2190/EC.49.3.f.CrossRef Pop, C. A., Simut, R. E., Pintea, S., Saldien, J., Rusu, A. S., Vanderfaeillie, J., et al. (2013). Social robots vs. computer display: Does the way social stories are delivered make a difference for their effectiveness on ASD children? Journal of Educational Computing Research, 49(3), 381–401. doi:10.​2190/​EC.​49.​3.​f.CrossRef
go back to reference Quirmbach, L. M., Lincoln, A. J., Feinberg-Gizzo, M. J., Ingersoll, B. R., & Andrews, S. M. (2009). Social stories: Mechanisms of effectiveness in increasing game play skills in children diagnosed with autism spectrum disorder using a pretest posttest repeated measures randomized control group design. Journal of Autism and Developmental Disorders, 39(2), 299–321. doi:10.1007/s10803-008-0628-9.CrossRefPubMed Quirmbach, L. M., Lincoln, A. J., Feinberg-Gizzo, M. J., Ingersoll, B. R., & Andrews, S. M. (2009). Social stories: Mechanisms of effectiveness in increasing game play skills in children diagnosed with autism spectrum disorder using a pretest posttest repeated measures randomized control group design. Journal of Autism and Developmental Disorders, 39(2), 299–321. doi:10.​1007/​s10803-008-0628-9.CrossRefPubMed
go back to reference Rickenberg, R., & Reeves, B. (2000). The effects of animated characters on anxiety, task performance, and evaluations of user interfaces. In Proceedings of the SIGCHI conference on human factors in computing systems (pp. 49–56). ACM. Rickenberg, R., & Reeves, B. (2000). The effects of animated characters on anxiety, task performance, and evaluations of user interfaces. In Proceedings of the SIGCHI conference on human factors in computing systems (pp. 49–56). ACM.
go back to reference Ricks, D. J., & Colton, M. B. (2010). Trends and considerations in robot-assisted autism therapy. In 2010 IEEE international conference robotics and automation (ICRA) (pp. 4354–4359). IEEE. Ricks, D. J., & Colton, M. B. (2010). Trends and considerations in robot-assisted autism therapy. In 2010 IEEE international conference robotics and automation (ICRA) (pp. 4354–4359). IEEE.
go back to reference Riether, N., Hegel, F., Wrede, B., & Horstmann, G. (2012, March). Social facilitation with social robots? In 2012 7th ACM/IEEE international conference on human–robot interaction (HRI) (pp. 41–47). IEEE. Riether, N., Hegel, F., Wrede, B., & Horstmann, G. (2012, March). Social facilitation with social robots? In 2012 7th ACM/IEEE international conference on humanrobot interaction (HRI) (pp. 41–47). IEEE.
go back to reference Robins, B., Dautenhahn, K., Te Boekhorst, R., & Billard, A. (2005). Robotic assistants in therapy and education of children with autism: Can a small humanoid robot help encourage social interaction skills? Universal Access in the Information Society, 4(2), 105–120. doi:10.1007/s10209-005-0116-3.CrossRef Robins, B., Dautenhahn, K., Te Boekhorst, R., & Billard, A. (2005). Robotic assistants in therapy and education of children with autism: Can a small humanoid robot help encourage social interaction skills? Universal Access in the Information Society, 4(2), 105–120. doi:10.​1007/​s10209-005-0116-3.CrossRef
go back to reference Robins, B., Dickerson, P., Stribling, P., & Dautenhahn, K. (2004). Robot-mediated joint attention in children with autism: A case study in robot–human interaction. Interaction Studies, 5(2), 161–198. doi:10.1075/is.5.2.02rob.CrossRef Robins, B., Dickerson, P., Stribling, P., & Dautenhahn, K. (2004). Robot-mediated joint attention in children with autism: A case study in robot–human interaction. Interaction Studies, 5(2), 161–198. doi:10.​1075/​is.​5.​2.​02rob.CrossRef
go back to reference Robinson, S., Goddard, L., Dritschel, B., Wisley, M., & Howlin, P. (2009). Executive functions in children with autism spectrum disorders. Brain and Cognition, 71(3), 362–368. Robinson, S., Goddard, L., Dritschel, B., Wisley, M., & Howlin, P. (2009). Executive functions in children with autism spectrum disorders. Brain and Cognition, 71(3), 362–368.
go back to reference Rolls, E. T. (1999). The brain and emotion. New York, NY: Oxford University Press. Rolls, E. T. (1999). The brain and emotion. New York, NY: Oxford University Press.
go back to reference Sloetjes, H., & Wittenburg, P. (2008). Annotation by category—ELAN and ISO DCR. In Proceedings of the 6th international conference on language resources and evaluation (LREC 2008). ELDA. Sloetjes, H., & Wittenburg, P. (2008). Annotation by category—ELAN and ISO DCR. In Proceedings of the 6th international conference on language resources and evaluation (LREC 2008). ELDA.
go back to reference Solomon, M., Smith, A. C., Frank, M. J., Ly, S., & Carter, C. S. (2011). Probabilistic reinforcement learning in adults with autism spectrum disorders. Autism Research, 4(2), 109–120. doi:10.1002/aur.177.CrossRefPubMed Solomon, M., Smith, A. C., Frank, M. J., Ly, S., & Carter, C. S. (2011). Probabilistic reinforcement learning in adults with autism spectrum disorders. Autism Research, 4(2), 109–120. doi:10.​1002/​aur.​177.CrossRefPubMed
go back to reference Stanton, C. M., Kahn, P. H., Severson, R. L., Ruckert, J. H., & Gill, B. T. (2008). Robotic animals might aid in the social development of children with autism. In 3rd ACM/IEEE International Conference human–robot interaction (HRI) (pp. 271–278). IEEE. Stanton, C. M., Kahn, P. H., Severson, R. L., Ruckert, J. H., & Gill, B. T. (2008). Robotic animals might aid in the social development of children with autism. In 3rd ACM/IEEE International Conference humanrobot interaction (HRI) (pp. 271–278). IEEE.
go back to reference 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. doi:10.1075/is.13.3.01tap.CrossRef 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. doi:10.​1075/​is.​13.​3.​01tap.CrossRef
go back to reference Van Eylen, L., Boets, B., Steyaert, J., Evers, K., Wagemans, J., & Noens, I. (2011). Cognitive flexibility in autism spectrum disorder: Explaining the inconsistencies? Research in Autism Spectrum Disorders, 5(4), 1390–1401. doi:10.1016/j.rasd.2011.01.025.CrossRef Van Eylen, L., Boets, B., Steyaert, J., Evers, K., Wagemans, J., & Noens, I. (2011). Cognitive flexibility in autism spectrum disorder: Explaining the inconsistencies? Research in Autism Spectrum Disorders, 5(4), 1390–1401. doi:10.​1016/​j.​rasd.​2011.​01.​025.CrossRef
go back to reference 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. doi:10.1075/is.13.3.02van.CrossRef 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. doi:10.​1075/​is.​13.​3.​02van.CrossRef
go back to reference Zanbaka, C. A., Ulinski, A. C., Goolkasian, P., & Hodges, L. F. (2007). Social responses to virtual humans: Implications for future interface design. In Proceedings of the SIGCHI conference on human factors in computing systems (pp. 1561–1570). ACM. Zanbaka, C. A., Ulinski, A. C., Goolkasian, P., & Hodges, L. F. (2007). Social responses to virtual humans: Implications for future interface design. In Proceedings of the SIGCHI conference on human factors in computing systems (pp. 1561–1570). ACM.
Metagegevens
Titel
Reversal Learning Task in Children with Autism Spectrum Disorder: A Robot-Based Approach
Auteurs
Cristina A. Costescu
Bram Vanderborght
Daniel O. David
Publicatiedatum
06-12-2014
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 11/2015
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-014-2319-z

Andere artikelen Uitgave 11/2015

Journal of Autism and Developmental Disorders 11/2015 Naar de uitgave