Aperçu: G.M.
L'équipe a conçu un système de robot qui a aidé dans les programmes
d'intervention comportementale des enfants avec un diagnostic de trouble du
spectre de l'autisme (TSA).
Le
programme d'intervention de huit sessions était basé sur le protocole
d'enseignement discret et axé sur deux compétences sociales de base: le
contact visuel et la reconnaissance de l'émotion du visage.
Les
enfants avec TSA, âgés de 4 à 7 ans et ayant un QI verbal ≥ 60
ont été recrutés et répartis au hasard dans le groupe de traitement (TG) ou groupe témoin (CG).
Le
robot thérapeutique a facilité l'intervention du traitement dans le TG,
et l'assistant humain a facilité l'intervention du traitement dans le
CG. Les procédures d'intervention étaient identiques dans les deux groupes. Les
principales mesures de résultats comprenaient des questionnaires
remplis par les parents, l'ADOS et la fréquence du contact avec les yeux, qui a été
mesurée avec la méthode d'enregistrement par intervalle partiel.
Après
avoir terminé le traitement, les pourcentages de contact oculaire ont été significativement augmentés dans les deux groupes. Pour
la reconnaissance de l'émotion du visage, les pourcentages de réponses
correctes ont été augmentés de manière similaires dans les deux
groupes par rapport à la ligne de base (P> 0,05), sans différence
entre TG et CG (P> 0,05).
Autism Res. 2017 May 2. doi: 10.1002/aur.1778.
Social skills training for children with autism spectrum disorder using a robotic behavioral intervention system
Author information
- 1
- Division of Mechanical Convergence Engineering, Silla University, Busan, Republic of Korea.
- 2
- Center for Robotics Research, Korea Institute of Science and Technology (KIST), Seoul, Republic of Korea.
- 3
- Department of Psychiatry, Seoul National University Bundang Hospital, Seongnam, Republic of Korea.
- 4
- Department of Psychiatry, Seoul National University College of Medicine, Seoul, Republic of Korea.
Abstract
We
designed a robot system that assisted in behavioral intervention
programs of children with autism spectrum disorder (ASD). The
eight-session intervention program was based on the discrete trial
teaching protocol and focused on two basic social skills: eye contact
and facial emotion recognition. The robotic interactions occurred in
four modules: training element query, recognition of human activity,
coping-mode selection, and follow-up action. Children with ASD who were
between 4 and 7 years old and who had verbal IQ ≥ 60 were recruited and
randomly assigned to the treatment group (TG, n = 8, 5.75 ± 0.89 years)
or control group (CG, n = 7; 6.32 ± 1.23 years). The therapeutic robot
facilitated the treatment intervention in the TG, and the human
assistant facilitated the treatment intervention in the CG. The
intervention procedures were identical in both groups. The primary
outcome measures included parent-completed questionnaires, the Autism
Diagnostic Observation Schedule (ADOS), and frequency of eye contact,
which was measured with the partial interval recording method. After
completing treatment, the eye contact percentages were significantly
increased in both groups. For facial emotion recognition, the
percentages of correct answers were increased in similar patterns in
both groups compared to baseline (P > 0.05), with no difference
between the TG and CG (P > 0.05). The subjects' ability to play,
general behavioral and emotional symptoms were significantly diminished
after treatment (p < 0.05). These results showed that the
robot-facilitated and human-facilitated behavioral interventions had
similar positive effects on eye contact and facial emotion recognition,
which suggested that robots are useful mediators of social skills
training for children with ASD. Autism Res 2017,. © 2017 International
Society for Autism Research, Wiley Periodicals, Inc.
© 2017 International Society for Autism Research, Wiley Periodicals, Inc.
- PMID: 28464438
- DOI: 10.1002/aur.1778
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