Robot Programming for a Child with Autism Spectrum Disorder: A Pilot Study

Autor/inn/en	Gkiolnta, Eleni; Zygopoulou, Maria; Syriopoulou-Delli, Christine K.
Titel	Robot Programming for a Child with Autism Spectrum Disorder: A Pilot Study
Quelle	In: International Journal of Developmental Disabilities, 69 (2023) 3, S.424-431 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gkiolnta, Eleni) ORCID (Zygopoulou, Maria) ORCID (Syriopoulou-Delli, Christine K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2047-3869
DOI	10.1080/20473869.2023.2194568
Schlagwörter	Robotics; Programming; Autism Spectrum Disorders; STEM Education; Elementary School Students; Students with Disabilities; Interpersonal Competence; Communication Skills; Intellectual Disability; Student Behavior; Behavior Change; Behavior Problems; Foreign Countries; Greece + Suchen Sie Ihr Suchwort? Robotertechnik; Programmierung; Autism; Autismus; STEM; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Interpersonale Kompetenz; Kommunikationsstil; Intellect; Verstand; Student behaviour; Schülerverhalten; Ausland; Griechenland
Abstract	Children with autism spectrum disorder (ASD) show great interest in technological devices, and especially in robots. Several studies in the field have suggested that socially assistive robotics (SARs) can help children with ASD in the enhancement of their social skills and communication, and in the reduction of their stereotypical behaviors. Few published research results are available regarding robot programming or coding in the context of STEM education (Science, Technology, Engineering and Mathematics) for these children. In this pilot study, the authors designed and implemented educational activities with the robot 'Codey Rocky', a ready-to-use robot designed for code learning and programming by primary school children. In this pilot study, the participation of two eight-year-old schoolchildren, a girl with ASD and intellectual deficit and a boy of typical development in triadic interactions with the robot, led to the enhancement of the social and communication skills of the girl with ASD. A decrease in her challenging behaviors was also observed although she manifested repetitive and stereotyped behaviors throughout the educational sessions. The benefits, risks, and implications of the use of SARs for children with ASD are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01