Robot child interactions as an intervention tool for children with autism

描述(由申请人提供)：自闭症谱系障碍(ASD)发病率的上升向研究人员提出了为自闭症儿童开发新的干预技术的挑战。然而，大多数关于自闭症干预的研究集中在传统和当代的应用行为分析方法上，这些方法针对儿童的语言、认知和学业前技能。这些方法通常要求患有自闭症的儿童每周进行30-40个小时的强化1：1干预。相比之下，出于各种原因，将机器人儿童互动作为一种干预技术可能是一项重大创新。机器人可以作为临床医生的辅助设备，以一定程度的标准化来管理评估或治疗方案的组件，并且可以协助数据收集过程。机器人的可编程性使我们能够系统地增加治疗中社交互动的复杂性。证据还表明，患有自闭症的儿童喜欢与机器人互动，因为它们的行为简单且可预测。最重要的是，机器人是一种具体化的存在，它鼓励患有自闭症的儿童参与全身互动，包括模仿、轮换和联合注意请求。目的：本研究的总体目标是为被诊断为自闭症的儿童开发新的干预技术。具体而言，拟议的项目将审查 机器人儿童互动对提高高功能和低功能自闭症儿童的社交、交流和知觉-运动技能的有效性。我们对使用类人机器人进行短期训练的典型发育(TD)儿童的初步数据表明，所有儿童都喜欢与机器人互动。年幼的孩子们表演了看机器人、向机器人打招呼、与机器人交谈等行为。他们还模仿了机器人执行的复杂的肢体动作。在非语言交际方面，他们与老师和同龄人进行轮流和共同注意的行为。在拟议的项目中，我们有两个阶段的研究。在第一个R21阶段，我们考察了三个不同项目中的机器人儿童互动：a)4至8岁TD儿童在短期训练期间的互动，b)同一组儿童在人际同步任务中的互动，c)机器人系统开发和d)使用单一受试者设计对患有自闭症儿童进行为期5周的干预。在R33阶段，我们进行了一项小组设计研究，其中12名4至8岁的ASD儿童将接受为期10周的机器人儿童互动方案，并与ASD儿童的对照组进行比较。培训前和培训后的评估将包括PDD-行为问卷、运动-ABC和佛罗里达失用症电池。我们期望训练组的儿童在机器人-儿童互动过程中展示先进的一般社会交流措施以及在模仿、非语言交流和运动协调方面的具体改进。总体而言，基于机器人的社会干预是一种未知的、有前途的干预工具，可以提高自闭症儿童的社交、沟通和运动技能。 公共卫生相关性：该项目建议使用机器人儿童互动作为自闭症谱系障碍(ASD)儿童的干预工具，以提高他们的社交、沟通和运动技能。项目结果将确定治疗的各种参数，以及对患有自闭症儿童进行长期机器人训练的可行性。

DESCRIPTION (provided by applicant): The rising incidence of Autism Spectrum Disorders (ASD) challenges researchers to develop novel intervention techniques for children with ASD. Nevertheless, the majority of the research on ASD interventions is focused on traditional and contemporary Applied Behavioral Analysis approaches that target a child's language, cognitive, and preacademic skills. These approaches typically require a child with ASD to engage in intensive 1:1 intervention for 30-40 hours per week. In contrast, administering robot child interactions as an intervention technique may be a significant innovation for various reasons. A robot could serve as an adjunct to a clinician to administer components of an assessment or treatment protocol with some level of standardization and may assist in the data collection process. The programmability of a robot allows us to systematically increase the complexity of social interactions within treatment. Evidence also suggests that children with ASD enjoy interacting with robots due to their simple and predictable behaviors. Most of all, robots are embodied beings that encourage a child with ASD to engage in whole body interactions involving imitation, turn taking, and joint attention bids. Aims: The overall goal of this research is to develop novel intervention techniques for children diagnosed with ASD. Specifically, the proposed project will examine the efficacy of robot child interactions for enhancing social, communication, and perceptuo-motor skills of children with high and low functioning ASD. Our preliminary data on typically developing (TD) children who underwent short-term training with a humanoid robot suggested that all children enjoyed interacting with the robot. The young children performed behaviors such as looking at the robot, greeting the robot, and talking to the robot. They also imitated the complex limb movements performed by the robot. In terms of non-verbal communication, they engaged in turn taking and joint attention behaviors with their teachers and peers. In the proposed project, we have two phases of study. In the first R21 phase we examine robot child interactions in three different projects: a) interactions of TD children between 4 and 8 years of age during short-term training, b) interactions of the same group during interpersonal synchrony tasks, c) Robotic systems development and d) a 5-week intervention for children with ASD using a single subject design. In the R33 phase, we conduct a group design study in which 12 children with ASD between 4 and 8 years of age will receive a 10-week robot child interaction protocol and be compared to a control group of children with ASD. Pre- and post-training assessments will include the PDD- Behavioral Inventory, Movement-ABC, and the Florida Apraxia Battery. We expect the children in the training group to demonstrate advances general social communication measures as well as specific improvements in imitation, nonverbal communication, as well as motor coordination during robot-child interactions. Overall, robot based social intervention is an uncharted, promising intervention tool for enhancing social, communication and motor skills in children with ASD. PUBLIC HEALTH RELEVANCE: This project proposes using robot child interactions as an intervention tool for children with autism spectrum disorders (ASD) to enhance their social, communication, and motor skills. The project results will determine the various parameters of treatment and the feasibility of long-term robot training for children with ASD.