國立虎尾科技大學 |

Effectiveness of a Robot Social Skills Therapy for Children with an Autism Spectrum Disorder.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Effectiveness of a Robot Social Skills Therapy for Children with an Autism Spectrum Disorder./
Author:	Lebersfeld, Jenna Brooke.
Description:	1 online resource (71 pages)
Notes:	Source: Masters Abstracts International, Volume: 57-05.
Subject:	Psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9780355934526

Effectiveness of a Robot Social Skills Therapy for Children with an Autism Spectrum Disorder.
Lebersfeld, Jenna Brooke.

Effectiveness of a Robot Social Skills Therapy for Children with an Autism Spectrum Disorder. - 1 online resource (71 pages)

Source: Masters Abstracts International, Volume: 57-05.

Thesis (M.A.)--The University of Alabama at Birmingham, 2018.

Includes bibliographical references

This study examined the effectiveness of a robot-based social skills intervention for school-age children with Autism Spectrum Disorder (ASD) across a range of cognitive ability. Sixteen children were assigned to either the intervention group (n = 8), which received the robot intervention, or a control group (n = 8), which played non-emotion games with the robot. All participants reported high levels of enjoyment, motivation, and willingness to have future robot interaction sessions, indicating that the robot intervention is engaging and interesting for this population. However, there was no difference between groups on measures of emotion identification or generalized social skills. Exploratory analysis showed significant improvement within the intervention group on emotion identification accuracy and within both groups on parent-rated social skills. Overall, the results of this study indicate that robot-based interventions can be used as a method of teaching for children with ASD across a range of IQ levels and should be explored further. This intervention did not prove more effective for the intervention group compared with control participants. This may be due to the dose or content of the intervention, the outcome measures chosen, or the power of the study. Future research in this area should address study limitations and investigate which participant characteristics are predictive of social skills improvement following intervention.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355934526Subjects--Topical Terms:

555998
Psychology.
Index Terms--Genre/Form:

554714
Electronic books.

Effectiveness of a Robot Social Skills Therapy for Children with an Autism Spectrum Disorder.
LDR:02653ntm a2200337K 4500 001 914759
005 20180724121430.5
006 m o u
007 cr mn||||a|a||
008 190606s2018 xx obm 000 0 eng d
020 $a 9780355934526
035 $a (MiAaPQ)AAI10689021
035 $a (MiAaPQ)uab:12278
035 $a AAI10689021
040 $a MiAaPQ $b eng $c MiAaPQ
100 1 $a Lebersfeld, Jenna Brooke. $3 1188097
245 1 0 $a Effectiveness of a Robot Social Skills Therapy for Children with an Autism Spectrum Disorder.
264 0 $c 2018
300 $a 1 online resource (71 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Masters Abstracts International, Volume: 57-05.
500 $a Adviser: Maria I. Hopkins.
502 $a Thesis (M.A.)--The University of Alabama at Birmingham, 2018.
504 $a Includes bibliographical references
520 $a This study examined the effectiveness of a robot-based social skills intervention for school-age children with Autism Spectrum Disorder (ASD) across a range of cognitive ability. Sixteen children were assigned to either the intervention group (n = 8), which received the robot intervention, or a control group (n = 8), which played non-emotion games with the robot. All participants reported high levels of enjoyment, motivation, and willingness to have future robot interaction sessions, indicating that the robot intervention is engaging and interesting for this population. However, there was no difference between groups on measures of emotion identification or generalized social skills. Exploratory analysis showed significant improvement within the intervention group on emotion identification accuracy and within both groups on parent-rated social skills. Overall, the results of this study indicate that robot-based interventions can be used as a method of teaching for children with ASD across a range of IQ levels and should be explored further. This intervention did not prove more effective for the intervention group compared with control participants. This may be due to the dose or content of the intervention, the outcome measures chosen, or the power of the study. Future research in this area should address study limitations and investigate which participant characteristics are predictive of social skills improvement following intervention.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Psychology. $3 555998
650 4 $a Social psychology. $3 554804
650 4 $a Robotics. $3 561941
655 7 $a Electronic books. $2 local $3 554714
690 $a 0621
690 $a 0451
690 $a 0771
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a The University of Alabama at Birmingham. $b Psychology. $3 1188098
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10689021 $z click for full text (PQDT)