Social Humanoid Robots for Children with Autism Spectrum Disorders: A Review of Modalities, Indications, and Pitfalls

Robot-assisted therapy (RAT) is a promising area of translational neuroscience for children with autism spectrum disorders (ASDs). It has been widely demonstrated that this kind of advanced technological tool provides a reliable and efficient intervention for promoting social skills and communication in children with ASD. This type of treatment consists of a human-assisted social robot acting as an intervention mediator to increase competence and skills in children with ASD. Several social robots have been validated in the literature; however, an explicit technical comparison among devices has never been performed. For this reason, in this article, we provide an overview of the main commercial humanoid robots employed for ASD children with an emphasis on indications for use, pitfalls to be avoided, and recent advances. We conclude that, in the near future, a new generation of devices with high levels of mobility, availability, safety, and acceptability should be designed for improving the complex triadic interaction among teachers, children, and robots.

Case report: Advances in treating ligyrophobia with third-generation ACT approach

Background and aims

Giulia, an 11-year-old girl diagnosed with ligyrophobia, has been experiencing intense anxiety related to loud noises since the age of two. This case report aims to explore the efficacy of Third-Wave Cognitive Behavioral Therapy, specifically Acceptance and Commitment Therapy (ACT), in addressing Giulia's anxiety and avoidance behaviors. The primary goal is to examine the impact of ACT on reducing ligyrophobic symptoms and enhancing psychological flexibility.

Methods

The therapeutic intervention spanned 24 sessions and was divided into two phases. The initial phase focused on emotional competence using characters from the movie "Inside Out," aiding Giulia in recognizing and understanding her emotions. The subsequent phase targeted the six processes of psychological inflexibility identified in ACT, fostering increased flexibility.

Results

Throughout the intervention, Giulia demonstrated significant improvements in anxiety symptoms, as evidenced by a decrease in Subjective Units of Distress (SUD) scores. Avoidance behaviors also diminished, and Giulia exhibited enhanced mindfulness skills. She became more cognizant of her emotional experiences and more certain of her personal ideals as a result of the therapy. Giulia's active participation and commitment to exposure exercises led to a substantial reduction in ligyrophobic reactions.

Discussion

The successful application of ACT in Giulia's case suggests that targeting psychological inflexibility through mindfulness and values clarification can be effective in treating ligyrophobia in children. The integration of metaphors and creative exercises proved valuable in engaging Giulia and fostering therapeutic progress. The findings underscore the importance of a tailored, third-wave therapeutic approach in addressing specific phobias in pediatric populations.

Case report: Receptive labeling training in autism: conventional vs. technology-based approaches? a single case study

Background

Receptive language, the ability to comprehend and respond to spoken language, poses significant challenges for individuals with Autism Spectrum Disorder (ASD). To support communication in autistic children, interventions like Lovaas' simple-conditional method and Green's conditional-only method are commonly employed. Personalized approaches are essential due to the spectrum nature of autism. Advancements in technology have opened new avenues for personalizing therapeutic interventions. This single case study compares traditional and technology-based learning sets in a receptive labeling teaching program using Green's method.

Methods

An alternating treatments design assessed the number of sessions required to achieve mastery in receptive identification of stimuli presented on flashcards or tablets. The study involved a six-year-old Italian child with ASD named Pietro. Initial assessment using the Verbal Behavior Milestone Assessment and Placement Program (VB-MAPP) determined Pietro's strengths and weaknesses. Six stimuli were selected and divided into two sets: traditional and technology-based. Sessions were semi-randomly alternated, and the teaching procedures remained constant across conditions. In the traditional condition, sessions were conducted twice a week, using flashcards. Correct responses received immediate social reinforcement. In the technological condition, the same stimuli were presented on a tablet via PowerPoint slides.

Results

Pietro achieved mastery more quickly with flashcard instruction than with tablet instruction. Learning was exponential in the traditional condition and linear in the digital condition. Follow-up assessments three weeks post-treatment showed no differences in the generalization and maintenance of skills between the two modalities.

Discussion

The findings indicate that the format of stimulus delivery affects the learning process, with traditional flashcards leading to faster mastery in this case. Individual motivation appears crucial, suggesting that Pietro's learning history influenced his performance. Personalized approaches remain vital in autism interventions. Further research is needed to determine if these differences extend to other skills or contexts.

Conclusion

While technology-based interventions offer new opportunities, they are not universally more effective than traditional methods. Careful consideration of individual differences, especially motivational factors, is essential in designing effective autism intervention programs.