ArticleThe British journal of occupational therapy2024
Qualitative outcomes and impact of a robotic intervention on children with autism spectrum disorder: A multiple embedded case study.
Article in The British journal of occupational therapy, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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Who cites it
3 citing papers in PubMed.
- Multimodal Human-Computer Interaction Interventions for Children and Adolescents With Autism Spectrum Disorder: A Scoping Review.Journal of autism and developmental disorders · 2026Article
- Peer mentorship for physically injured veterans in healthcare settings during ongoing military conflict: benefits and barriers.Frontiers in public health · 2026Article
- Leveraging AI-Driven Neuroimaging Biomarkers for Early Detection and Social Function Prediction in Autism Spectrum Disorders: A Systematic Review.Healthcare (Basel, Switzerland) · 2025Review
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Authors and funding
3 authors.
Funding
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Abstract
Most studies of social robot interventions for children with autism spectrum disorder have been laboratory experiments focusing on component skills. There is insufficient evidence documenting the qualitative impact of such programmes on social development and participation of children with autism spectrum disorder. This study aimed to identify the qualitative outcomes of a robot-mediated social skills training programme for children with autism spectrum disorder, examine the impact of such programmes on children's social participation and identify the essential elements of robotic interventions that are conducive to children's social development. A case study approach with a multiple case study design was adopted. Sixteen children with autism spectrum disorder, aged 5-11 years, were included. Participants received 12 weekly sessions of robot-mediated social skills training. The successful outcomes relating to social participation were identified as enhanced verbal expression, social awareness and emotional reciprocity. The impacts of the programme on personal development were identified as enhanced self-esteem, self-confidence and emotional expression. Robot friendship, the role of the robot as a facilitator and the presence of a human instructor capable of leading the programme were identified as essential elements of the positive changes. The encounter with a social robot was regarded as meaningful and important to the children with autism spectrum disorder.
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