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Use of Robots With Play-Based Interventions in the Education of Children With Autism Spectrum Disorder

Use of Robots With Play-Based Interventions in the Education of Children With Autism Spectrum Disorder
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Author(s): Ayşe Tuna (Trakya University, Turkey)
Copyright: 2021
Pages: 18
Source title: Handbook of Research on Policies, Protocols, and Practices for Social Work in the Digital World
Source Author(s)/Editor(s): Fahri Özsungur (Mersin University, Turkey)
DOI: 10.4018/978-1-7998-7772-1.ch007

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Abstract

Autism spectrum disorder (ASD) is a common developmental disorder involved in childhood neurodevelopmental disorders whose symptoms begin in early childhood. In recent years, interest in the use of technology in early diagnosis and training of ASD has been increasing day by day. For this purpose, socially interactive robots are used as tools to teach skills to children with ASD, play games with them, and reveal some desired behaviors. They also create interesting, engaging, and meaningful interaction situations that encourage children to interact with themselves. The aim of the child-robot interaction sessions is to enable children with ASD to overcome their shortcomings and understand the world better. In this context, robots can be considered as tools that will support the development of social skills of children with ASD and can be very useful for this purpose. To this end, this chapter includes studies on the use of play-based robot interventions in the education of children with ASD.

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