HUMANOID ROBOTS IN THE EDUCATIONAL AND THERAPEUTIC CONTEXT OF CHILDREN WITH AUTISM

CHARACTERISTICS AND APPLICATIONS

Visualizações: 52

Authors

DOI:

https://doi.org/10.56579/rei.v6i4.1306

Keywords:

Special Education, Autism Spectrum Disorder, Robotics

Abstract

This article explores the application of humanoid robots in educational interventions for children with autism, a field of study that has gained attention due to the potential of these technologies to facilitate learning and social interaction. Through a comprehensive literature review, carried out in various databases between 2015 and 2023, we identified the main robots used to assist this specific population. The selection of studies focused on research that presented concrete strategies for using robots, excluding systematic reviews, theoretical proposals without practical intervention and studies that did not involve humanoid robots. In total, 35 studies were analyzed, highlighting the functionalities of the robots, the target behaviors in the interventions and the results obtained. This work contributes to the field of educational and therapeutic robotics, offering valuable insights for researchers, developers and special education professionals when choosing humanoid robots as support tools for children with autism, with a view to more effective social and educational integration.

Downloads

Download data is not yet available.

Author Biographies

George França, Federal University of Tocantins

Associate Professor at the Federal University of Tocantins - UFT, working in the LETRAS: LIBRAS course and in the POST-GRADUATION PROGRAMME (MASTER'S AND DOCTORATE) IN COMPUTATIONAL MODELING OF SYSTEMS - PPGMCS. PhD in Education: Curriculum from the Pontifical Catholic University of São Paulo - PUC SP. Degree in Philosophy from the Federal University of Santa Catarina - UFSC. Master's in Production and Systems Engineering: Media and Knowledge from the same university. He carries out TEACHING, RESEARCH AND EXTENSION activities in the following AREAS: EDUCATIONAL TECHNOLOGIES, SPECIAL EDUCATION, INCLUSION, DIGITAL CITIZENSHIP, ACCESSIBILITY and the like. He has published numerous articles in national and international journals. He is the author of the book: Instructional Design in Distance Education: John Dewey as a methodological reference and organized the books: Practices in Distance Education: Emerging Themes; Frontiers of Education: inequalities, technologies and policies; Educational Technologies in Tocantins - face to face; Autism: Technologies and teacher training for public schools and Autism: technologies for inclusion. He currently leads and coordinates the Research and Extension program: Autism Spectrum Disorder within the Scope of Digital Information and Communication Technologies -DICT, which develops digital technologies integrated with robotics for special education. He is the Pedagogical Coordinator of the Continuing Teacher Training Program - PROFOR/UFT. Creator and coordinator of the Specialized Educational Assistance (AEE) Training Course: focusing on Intellectual and Multiple Sensory Disabilities - RENAFOR-MEC/UFT/SEDUC TO. Supervisor of the Training Course in Specialized Educational Assistance - AEE: Early Education - RENAFOR. Coordinator of the postgraduate course: Autism Spectrum Disorder in Rural Education. These projects have trained more than a thousand teachers in Tocantins and other states. He was Dean of Undergraduate Studies at the University of Tocantins - UNITINS. Dean of Extension and Culture at the Federal University of Tocantins - UFT and Director of the Porto Nacional Campus of the Federal University of Tocantins - UFT. He coordinated the One Computer per Student Project - UCA Tocantins. He coordinated the research project: Virtual Learning Environments for the Education of the Deaf in the State of Tocantins. Participated in the creation of the course in Languages: Libras at UFT. Guided the creation and monitoring of university inclusion actions for the indigenous and quilombola communities of Tocantins and public school students through PADU/PADIQ - Program for Democratic Access to the University and Pedagogical Accompaniment and Dialogical Project for Access and Permanence of Indigenous and Quilombola Communities at the University President of the HETEROIDENTIFICATION Commission at UFT. Militant of the Black Movement. Training coordinator for the MNU -TO. He received the Honorary Title of Citizen of Portuense - TO (Porto Nacional - 2018) and was awarded the ZUMBI DOS PALMARES COMMENDATION (2022), in honor of his services to the black community of Tocantins.

Héllen Souza Luz, Federal University of Tocantins

PhD Candidate in the Graduate Program in Governance and Digital Transformation at the Federal University of Tocantins.

Simone Irigon, Federal University of Tocantins

Brazilian, born in Gurupi - TO, currently residing in the capital Palmas - TO, currently a PhD candidate in the Graduate Program in Systems Computational Modeling (PPMCS). She holds a Master’s degree in Education from the Graduate Program in Education (PPGE) at the Federal University of Tocantins - UFT (2019), a degree in Pedagogy from the University of Gurupi - UNIRG (2001), and a degree in Social Work from the University of Tocantins Foundation - UNITINS (2011). She has specializations in Educational Guidance and Psychopedagogy from the Salgado de Oliveira University - UNIVERSO and in Special Education from the Federal University of Santa Maria - UFMS. She is a teacher in Basic Education at the Department of Education of the State of Tocantins and, since 2007, has worked as a Special Education Technician in the Special Education Management Department. She has served for several terms as a Governmental Councilor representing the Department of Education on the State Council for the Rights of Persons with Disabilities - COEDE/TO and volunteered with the University of Maturity (UMA), an Extension Program at the Federal University of Tocantins - UFT, Palmas/TO Campus.

Ricardo Soares, Federal University of Tocantins

Master's student in Computational Modeling of Systems Federal University of Tocantins (UFT). Specialist in Youth and Adult Education (IFTO). Graduated in Systems Analysis and Development (SENAC-RS Faculties). EBTT Professor in the IT Area at the Federal Institute of Education, Science and Technology of Tocantins - IFTO - Palmas Campus.

References

ALBO-CANALS, J. et al. A Pilot Study of the KIBO Robot in Children with Severe ASD. International Journal of Social Robotics, v. 10, n. 3, p. 371–383, 2018. Disponível em: https://link.springer.com/article/10.1007/s12369-018-0479-2. Acesso em: 22 mai. 2024.

BARNES, J. A. et al. Child-Robot Interaction in a Musical Dance Game: An Exploratory Comparison Study between Typically Developing Children and Children with Autism. International journal of human-computer interaction, v. 37, n. 3, p. 249–266, 2021. Disponível em: https://pubmed.ncbi.nlm.nih.gov/33767571/. Acesso em: 22 mai. 2024.

BRASIL. Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (Inep). Censo da Educação Básica 2020: resumo técnico. Brasília, DF: INEP, 2021. Disponível em: https://download.inep.gov.br/publicacoes/institucionais/estatisticas_e_indicadores/resumo_tecnico_censo_escolar_2020.pdf. Acesso em: 22 mai. 2024.

BRASIL. Ministério da Educação (MEC). Manual de Orientação: Programa de Implantação de Sala de Recursos Multifuncionais. MEC, 2010. Disponível em: http://portal.mec.gov.br/index.php?option=com_docman&view=download&alias=9936-manual-orientacao-programa-implantacao-salas-recursos-multifuncionais&Itemid=30192. Acesso em: 22 mai. 2024.

BHARATHARAJ, J. et al. Sociopsychological and physiological effects of a robot-assisted therapy for children with autism. International journal of advanced robotic systems, v. 14, n. 5, 2017. Disponível em: https://journals.sagepub.com/doi/10.1177/1729881417736895. Acesso em: 22 mai. 2024.

CLABAUGH, C. et al. Long-Term Personalization of an In-Home Socially Assistive Robot for Children With Autism Spectrum Disorders. Frontiers in Robotics and AI, v. 6, p. 110, 6 nov. 2019. Disponível em: https://www.frontiersin.org/articles/10.3389/frobt.2019.00110/full. Acesso em: 22 mai. 2024.

DAVID, D. et al. Developing Joint Attention for Children with Autism in Robot-Enhanced Therapy. International Journal of Social Robotics, v. 10, n. 5, p. 595–605, 2018. Disponível em: https://link.springer.com/article/10.1007/s12369-017-0457-0. Acesso em: 22 mai. 2024.

DE KORTE, M. W. et al. Self-initiations in young children with autism during Pivotal Response Treatment with and without robot assistance. Autism : the international journal of research and practice, v. 24, n. 8, p. 2117–2128, 2020. Disponível em: https://pubmed.ncbi.nlm.nih.gov/32730096/. Acesso em: 22 mai. 2024.

DIEHL JJ, CROWELL CR, VILLANO M., WIER K., TANG K., RIEK LD (2014) Clinical Applications of Robots in Autism Spectrum Disorder Diagnosis and Treatment. Em: Patel V., Preedy V., Martin C. (eds) Comprehensive Guide to Autism. Springer, New York, NY. Disponível em: https://doi.org/10.1007/978-1-4614-4788-7_14. Acesso em: 22 mai. 2024.

DUVILLE, M. M.; ALONSO-VALERDI, L. M.; IBARRA-ZARATE, D. I. Electroencephalographic Correlate of Mexican Spanish Emotional Speech Processing in Autism Spectrum Disorder: To a Social Story and Robot-Based Intervention. Frontiers in Human Neuroscience, v. 15, 2021. Disponível em: https://www.frontiersin.org/articles/10.3389/fnhum.2021.626146/full. Acesso em: 22 mai. 2024.

FENG, Y.; JIA, Q.; WEI, W. A Control Architecture of Robot-Assisted Intervention for Children with Autism Spectrum Disorders.(Research Article). Journal of Robotics, v. 2018, 2018. Disponível em: https://www.hindawi.com/journals/jr/2018/3246708/. Acesso em: 22 mai. 2024.

PETRIC, F; KOVACIC, Z. Design and Validation of MOMDP Models for Child–Robot Interaction Within Tasks of Robot-Assisted ASD Diagnostic Protocol. International Journal of Social Robotics, v. 12, n. 2, p. 371–388, 2020. Disponível em: https://link.springer.com/article/10.1007/s12369-019-00577-0. Acesso em: 22 mai. 2024.

GIANNOPULU, I.; MONTREYNAUD, V.; WATANABE, T. Minimalistic toy robot to analyze a scenery of speaker–listener condition in autism. Cognitive Processing, v. 17, n. 2, p. 195–203, 2016. Disponível em: https://pubmed.ncbi.nlm.nih.gov/26872960/. Acesso em: 22 mai. 2024.

HUIJNEN, C. A. G. J.; LEXIS, M.; WITTE, L. P. DE. Matching Robot KASPAR to Autism Spectrum Disorder (ASD) Therapy and Educational Goals. International Journal of Social Robotics, v. 8, n. 4, p. 445–455, 2016. Disponível em: https://link.springer.com/article/10.1007/s12369-016-0369-4. Acesso em: 22 mai. 2024.

JOUAITI, M.; HÉNAFF, P. Robot-Based Motor Rehabilitation in Autism: A Systematic Review. International Journal of Social Robotics, v. 11, n. 5, p. 753–764, 2019. Disponível em: https://hal.science/hal-02295952/document. Acesso em: 22 mai. 2024.

JUNG, C. E. et al. Atypical Asymmetry for Processing Human and Robot Faces in Autism Revealed by fNIRS. PLOS ONE, v. 11, n. 7, p. e0158804, 7 jul. 2016. Disponível em: https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0158804. Acesso em: 22 mai. 2024.

KATSANIS, I. A.; MOULIANITIS, V. C. An Architecture for Safe Child–Robot Interactions in Autism Interventions. Robotics, v. 10, n. 1, p. 20, 2021. Disponível em: https://www.mdpi.com/2218-6581/10/1/20. Acesso em: 22 mai. 2024.

KOSTRUBIEC, V.; KRUCK, J. Collaborative Research Project: Developing and Testing a Robot-Assisted Intervention for Children With Autism. Frontiers in Robotics and AI, v. 7, 2020. Disponível em: https://www.frontiersin.org/articles/10.3389/frobt.2020.00037/full. Acesso em: 22 mai. 2024.

KUMAZAKI, H. et al. A pilot study for robot appearance preferences among high-functioning individuals with autism spectrum disorder: Implications for therapeutic use.(Research Article)(Report). PLoS ONE, v. 12, n. 10, p. e0186581, 2017. Disponível em: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5640226/. Acesso em: 22 mai. 2024.

KUMAZAKI, H. et al. Impressions of Humanness for Android Robot may Represent an Endophenotype for Autism Spectrum Disorders.(Letter to the Editor). Journal of Autism and Developmental Disorders, v. 48, n. 2, p. 632, 2018. Disponível: https://pubmed.ncbi.nlm.nih.gov/29086211/. Acesso em: 22 mai. 2024.

MARINO, F.; CARROZZA, C.; VAGNI, D. Outcomes of a Robot-Assisted Social-Emotional Understanding Intervention for Young Children with Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, v. 50, n. 6, p. 1973–1987, 2020. Disponível em: https://pubmed.ncbi.nlm.nih.gov/30852783/. Acesso em: 22 mai. 2024.

REILLY, Colin. Behavioural phenotypes and special educational needs: is aetiology important in the classroom?. Journal of Intellectual Disability Research, v. 56, n. 10, p. 929-946, 2012. Disponível em: https://pubmed.ncbi.nlm.nih.gov/22471356/. Acesso em: 22 mai. 2024.

RUDOVIC, Ognjen et al. Measuring engagement in robot-assisted autism therapy: A cross-cultural study. Frontiers in Robotics and AI, v. 4, p. 36, 2017. Disponível em: https://www.frontiersin.org/articles/10.3389/frobt.2017.00036/full. Acesso em: 22 mai. 2024.

SHARMA, S.; SRIVASTAVA, S.; ACHARY, K.; VARKEY, B., HEIMONEN, T., HAKULINEN, JS, ... & Rajput, N. (2016, fevereiro). Promoting joint attention with computer-supported collaboration in children with autism. Em Proceedings of the 19th ACM conference on computer-supported cooperative work & social computing (pp. 1560-1571). Disponível em: https://research.ibm.com/publications/promoting-joint-attention-with-computer-supported-collaboration-in-children-with-autism. Acesso em: 22 mai. 2024.

QIDWAI, U. Humanoid Robot as a Teacher’s Assistant: Helping Children with Autism to Learn Social and Academic Skills. Journal of Intelligent & Robotic Systems, v. 98, n. 3–4, p. 759–770, 2020. Disponível em: https://link.springer.com/article/10.1007/s10846-019-01075-1. Acesso em: 22 mai. 2024.

SAADATZI, M. et al. Small-Group Technology-Assisted Instruction: Virtual Teacher and Robot Peer for Individuals with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, v. 48, n. 11, p. 3816–3830, 2021. Disponível em: https://link.springer.com/referenceworkentry/10.1007/978-3-319-91280-6_102391. Acesso em: 22 mai. 2024.

SCASSELLATI, B.; ADMONI, H.; MATARI, M. Robots for Use in Autism Research. Annual Review of Biomedical Engineering, v. 14, p. 275–294, 2012. Disponível em: https://pubmed.ncbi.nlm.nih.gov/22577778/. Acesso em: 22 mai. 2024.

SHIMAYA, J. et al. Communication Support via a Tele-Operated Robot for Easier Talking: Case/Laboratory Study of Individuals with/Without Autism Spectrum Disorder.(Report). International Journal of Social Robotics, v. 11, n. 1, p. 171, 2019. Disponível em: https://tus.elsevierpure.com/en/publications/communication-support-via-a-tele-operated-robot-for-easier-talkin/fingerprints/. Acesso em: 22 mai. 2024.

SIMUT, R. et al. Children with Autism Spectrum Disorders Make a Fruit Salad with Probo, the Social Robot: An Interaction Study. Journal of Autism and Developmental Disorders, v. 46, n. 1, p. 113–126, 2016. Disponível em: https://pubmed.ncbi.nlm.nih.gov/26304031/. Acesso em: 22 mai. 2024.

SO, W.-C et al. Using Robot Animation to Promote Gestural Skills in Children with Autism Spectrum Disorders. Journal of computer assisted learning, v. 32, n. 6, p. 632, 2016. Disponível em: https://onlinelibrary.wiley.com/doi/abs/10.1111/jcal.12159. Acesso em: 22 mai. 2024.

SO, WING-CHEE et al. 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. Journal of Autism and Developmental Disorders, v. 50, n. 2, p. 467–481, 2020. Disponível em: https://pubmed.ncbi.nlm.nih.gov/31655965/. Acesso em: 22 mai. 2024.

SO, WING-CHEE et al. Robot-based intervention may reduce delay in the production of intransitive gestures in Chinese-speaking preschoolers with autism spectrum disorder.(Report). Molecular Autism, v. 9, n. 1, 2018. Disponível em: https://pubmed.ncbi.nlm.nih.gov/29796238/. Acesso em: 22 mai. 2024.

STRATEN, C. L. et al. Effects of robots’ intonation and bodily appearance on robot-mediated communicative treatment outcomes for children with autism spectrum disorder.(Report). Personal and Ubiquitous Computing, v. 22, n. 2, p. 379, 2018. Disponível em: https://link.springer.com/article/10.1007/s00779-017-1060-y. Acesso em: 22 mai. 2024.

TAHERI, A. et al. Human–Robot Interaction in Autism Treatment: A Case Study on Three Pairs of Autistic Children as Twins, Siblings, and Classmates. International Journal of Social Robotics, v. 10, n. 1, p. 93–113, 2018. Disponível em: https://ouci.dntb.gov.ua/en/works/40rXLOv9/. Acesso em: 22 mai. 2024.

VÁZQUEZ, E. P. et al. The use of the bee-bot robot as a learning tool for emotions in the teaching of students with autism spectrum disorder. INFAD, v. 3, n. 1, p. 577–584, 2019. Acesso em: 22 mai. 2024.

VANDEVELDE, Cesar et al. The use of social robot ono in robot assisted therapy. In: International Conference on Social Robotics. 2013. Disponível em: https://www.cesarvandevelde.com/static/pdf/the-use-of-social-robot-ono-in-rat.pdf. Acesso em: 22 mai. 2024.

WIJAYASINGHE, I.; POPA, D. Human–Robot Gesture Analysis for Objective Assessment of Autism Spectrum Disorder. International Journal of Social Robotics, v. 8, n. 5, p. 695–707, 2016. Disponível em: https://scholarlycommons.pacific.edu/shs-all/336. Acesso em: 22 mai. 2024.

WONG, HYA; ZHONG, ZW Assessment of robot training for social cognitive learning. In: 2016 16ª Conferência Internacional sobre Controle, Automação e Sistemas (ICCAS) . IEEE, 2016. p. 893-898. Disponível em: https://ieeexplore.ieee.org/abstract/document/7832420. Acesso em: 22 mai. 2024.

WOOD, L. J. et al. Developing Kaspar: A Humanoid Robot for Children with Autism. International Journal of Social Robotics, v. 13, n. 3, p. 491–508, jun. 2021. Disponível em: https://link.springer.com/article/10.1007/s12369-019-00563-6. Acesso em: 22 mai. 2024.

YOSHIKAWA, Y. et al. Relaxing Gaze Aversion of Adolescents With Autism Spectrum Disorder in Consecutive Conversations With Human and Android Robot—A Preliminary Study. Frontiers in Psychiatry, v. 10, 2019. Disponível em: https://pubmed.ncbi.nlm.nih.gov/31258488/. Acesso em: 22 mai. 2024.

Downloads

Published

2024-11-12

How to Cite

Santos, G. F. dos, Luz, H. S., Irigon, S. L. de A., & Soares, R. L. (2024). HUMANOID ROBOTS IN THE EDUCATIONAL AND THERAPEUTIC CONTEXT OF CHILDREN WITH AUTISM: CHARACTERISTICS AND APPLICATIONS. Interdisciplinary Studies Journal, 6(4), 01–25. https://doi.org/10.56579/rei.v6i4.1306

Issue

Vol. 6 No. 4 (2024): REVISTA DE ESTUDOS INTERDISCIPLINARES

Section

ARTIGOS

License

Copyright (c) 2024 Interdisciplinary Studies Journal

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

The Journal of Interdisciplinary Studies adopts the Creative Commons Attribution 4.0 International License (CC BY 4.0), which allows for sharing and adapting the work, including for commercial purposes, provided proper attribution is given and the original publication in this journal is acknowledged.

Similar Articles

<< < 3 4 5 6 7 8 9 10 11 12 > >> 

You may also start an advanced similarity search for this article.