Social Robots vs. Computer Display: Does the Way Social Stories are Delivered Make a Difference for Their Effectiveness on ASD Children?

Abstract

Background and Objectives:

The aim of this exploratory study is to test whether social stories presented by a social robot have a greater effect than ones presented on a computer display in increasing the independency in expressing social abilities of children with autism spectrum disorders (ASD). Although much progress has been made in developing interventions to improve social skills of children with ASD, a number of unresolved problems still remain. Social robots received increased attention as assisting tools for improving social skills on children with ASD.

Methods:

Twenty children with ASD (age between 4 and 9 years old) were randomly allocated to three groups: control group (n = 7), computer-presented social stories (n = 6), and robot assisted therapy (n = 7).

Results:

Overall, our data indicate that using the social robot to implement social story intervention was more effective for improving the independency of expressing social abilities for the participants, than the computer screen.

Limitations:

Future studies should include a bigger sample size, more intervention sessions, and a follow-up session in order to see if the effect persists in time.

Conclusions:

The preliminary outcomes of this exploratory research provide empirical bases for further investigations regarding the effectiveness of robot assisted therapy in improving social skills for children with autism through future randomized clinical trials.

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