Social Stories in Robot-Assisted Therapy for Children with ASD

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Author(s): David Silvera-Tawil (University of New South Wales, Australia), Iva Strnadová (University of New South Wales, Australia)and Therese M. Cumming (University of New South Wales, Australia)
Copyright: 2017
Pages: 20
Source title: Supporting the Education of Children with Autism Spectrum Disorders
Source Author(s)/Editor(s): Yefim Kats (Chestnut Hill College, USA)
DOI: 10.4018/978-1-5225-0816-8.ch012

Keywords: Education / Information Science Reference / K-12 Education / Special Education

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Abstract

Mobile technology devices are commonly used as assistive technology to support children with Autism Spectrum Disorder (ASD) in gaining skills in interpersonal communication. While considered generally safe and effective, there are concerns that a child that is taught to communicate through interactive technologies may become dependent on the virtual world and its rewards, while interpersonal skills are sacrificed or not generalized to real world settings (Bauminger-Zviely, Eden, Zancanaro, Weiss, & Gal, 2013). This chapter theorizes that the anthropomorphic embodiment of humanoid robots may provide a compromise between the real and the virtual worlds. The authors suggest that a humanoid robot can use social stories within an Applied Behavioral Analysis (ABA) framework to support the acquisition of social interaction skills of children with ASD. The objective of this chapter is to contribute to the current literature by providing a description of this intervention and make suggestions for its implementation using a case study approach.

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Social Stories in Robot-Assisted Therapy for Children with ASD

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