SHS Web Conf.
Volume 139, 2022The 4th ETLTC International Conference on ICT Integration in Technical Education (ETLTC2022)
|Number of page(s)||10|
|Section||Technology and Skill Development: Education and Society|
|Published online||13 May 2022|
A systematic review of the effect of robot mediated interventions in challenging behaviors of children with autism spectrum disorder
1University of Macedonia, Department of Educational and Social Policy, Egnatia 156, 546 36, Thessaloniki, Greece
* Corresponding author: firstname.lastname@example.org
Autism Spectrum Disorder (ASD) is characterized by deficits in social and communication skills as well as restrictive and repetitive behavioral patterns. A variety of challenging behaviors in children with ASD and persistent non-compliance with daily requirements may be associated with delay in the development of social skills and impairing social relations, with an adverse effect on the educational process and on the self-esteem of individuals. To this aim, there is a need for appropriate interventions, targeted at reducing these behaviors. Robot-mediated interventions (ROMI) can be advantageous for children with ASD, who often show an increased interest in technology enhanced interventions. Research focusing on the effect of ROMI on challenging behaviors in children with ASD has been limited. For this purpose, it was conducted a review of studies that empirically tested the usefulness of ROMI in managing challenging behaviors in children with ASD. A literature search was made in five databases using keywords pertaining to robots, ASD, challenging behaviors, and interventions. Nine studies were reviewed which met the inclusion criteria. The findings of these studies indicate that ROMI show promise in reducing challenging behaviors such as tantrums, repetitive and stereotyped behaviors, inappropriate behaviors in transitions. In terms of noncompliance, mixed results were presented. Further research is needed to explore the usefulness of robots both in reducing challenging behaviors of children with ASD and in preventive exercises in early intervention programs for this population.
© The Authors, published by EDP Sciences, 2022
This is an Open Access article distributed under the terms of the Creative Commons Attribution License 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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