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Robots and Autism Spectrum Disorder: Clinical and Educational Applications

Robots and Autism Spectrum Disorder: Clinical and Educational Applications

Amie Senland
ISBN13: 9781466657922|ISBN10: 1466657928|EISBN13: 9781466657939
DOI: 10.4018/978-1-4666-5792-2.ch011
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MLA

Senland, Amie. "Robots and Autism Spectrum Disorder: Clinical and Educational Applications." Innovative Technologies to Benefit Children on the Autism Spectrum, edited by Nava R. Silton, IGI Global, 2014, pp. 178-196. https://doi.org/10.4018/978-1-4666-5792-2.ch011

APA

Senland, A. (2014). Robots and Autism Spectrum Disorder: Clinical and Educational Applications. In N. Silton (Ed.), Innovative Technologies to Benefit Children on the Autism Spectrum (pp. 178-196). IGI Global. https://doi.org/10.4018/978-1-4666-5792-2.ch011

Chicago

Senland, Amie. "Robots and Autism Spectrum Disorder: Clinical and Educational Applications." In Innovative Technologies to Benefit Children on the Autism Spectrum, edited by Nava R. Silton, 178-196. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-5792-2.ch011

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Abstract

Technology featuring robots is a promising innovative technological intervention for treating and educating children with Autism Spectrum Disorder (ASD). This chapter reviews, critiques, and presents future directions for research on clinical and educational applications of robots for these children. Specifically, this chapter reviews current research on: (1) robots that act as social mediators for children with ASD and (2) robots that assist them in developing social skills such as joint attention and imitation. A critical review of the research suggests that robots may have the capacity to assist some of these children, but additional rigorous studies are necessary to demonstrate their efficacy and effectiveness. Future research must (1) examine whether robots have differential effects for specific subgroups of children with ASD and (2) contribute to a deeper understanding of robots’ potential use in educational settings.

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