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Can Social Interaction Skills Be Taught by a Social Agent?
(The Role of a Robotic Mediator in Autism Therapy )
(Research Paper)
What is discussed
 What is Autism
 The AURORA Project
 Experiments:
 First pair, ---Child A , B and Robot
 Second pair, ---- Child C , D and Robot
 Third pair, ---- Child E , F and Robot
 Results
 Communicative Aspects of Interaction
 Comments on Paper
What is Autism??
 It is a Neurological disorder that is observable in early childhood and persists
throughout the lifespan
 According to National Autistic Society, a child autism shows impairment in
following key areas:
1. Social interaction
2. Language development
3. Eye Contact
4. Sensory Experiences
The AURORA Project
 The AURORA project was initiated in 1998.
 Its goal was to develop a robotic agent which would aid in the therapy of children
with autism.
 The AURORA project uses a single interactive robot and studies different scenarios
in order to characterize children's behavior when playing with the robot.
 The one-child-one-robot scenario is their basic approach, with the robot in the role
of a therapeutic teaching device, a tool that can be used to teach children with
autism basic social interaction skills.
Setup for Experiments
 The trial sessions took place in a room at the Radlett Lodge School, Hertfordshire,
United Kingdom.
 These took place in a room with a single door and a window.
 Six children participated in the trials, in three pairs.
 The children consisted of four who had had a previous experience with the robot,
and two who had not seen or interacted with the robot before
 There is a robot who performs a number of actions:
1. avoidance of obstacles including people,
2. following of a heat source
3. the generation of simple speech and phrases.
Child A and child B playing with the robot
Child C and child D playing with the robot
Child E and child F playing with the robot
Results
(Child A and B)
 The Child B and C had already encountered this trial before
 The pair A and B were Most Social
 The pair C and D were less Social than the previous pair
 The least Social were the E and F, none of them had already encountered the trial
before
 The Experiment results that robot needs to be improved for its interaction outside
the class room in order to analyze its Environment more Accurately
Communicative Aspects of Interaction
Local Structured Interactions
Global Structured Interactions
Meta Structured Interactions
Hints for Improvement
 The results would have been more clear if there would have been numerical figures
or statistics involved
 The research would have been more improved by encircling the children with
physical disorder and autism too
 if the aspect of communication also included communication with model based or
Goal based or learning based robotic agent, etc. then the research would be have
more improved
Can social interaction skills be taught by a Social Agent

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Can social interaction skills be taught by a Social Agent

  • 1. Can Social Interaction Skills Be Taught by a Social Agent? (The Role of a Robotic Mediator in Autism Therapy ) (Research Paper)
  • 2. What is discussed  What is Autism  The AURORA Project  Experiments:  First pair, ---Child A , B and Robot  Second pair, ---- Child C , D and Robot  Third pair, ---- Child E , F and Robot  Results  Communicative Aspects of Interaction  Comments on Paper
  • 3. What is Autism??  It is a Neurological disorder that is observable in early childhood and persists throughout the lifespan  According to National Autistic Society, a child autism shows impairment in following key areas: 1. Social interaction 2. Language development 3. Eye Contact 4. Sensory Experiences
  • 4. The AURORA Project  The AURORA project was initiated in 1998.  Its goal was to develop a robotic agent which would aid in the therapy of children with autism.  The AURORA project uses a single interactive robot and studies different scenarios in order to characterize children's behavior when playing with the robot.  The one-child-one-robot scenario is their basic approach, with the robot in the role of a therapeutic teaching device, a tool that can be used to teach children with autism basic social interaction skills.
  • 5. Setup for Experiments  The trial sessions took place in a room at the Radlett Lodge School, Hertfordshire, United Kingdom.  These took place in a room with a single door and a window.  Six children participated in the trials, in three pairs.  The children consisted of four who had had a previous experience with the robot, and two who had not seen or interacted with the robot before  There is a robot who performs a number of actions: 1. avoidance of obstacles including people, 2. following of a heat source 3. the generation of simple speech and phrases.
  • 6. Child A and child B playing with the robot
  • 7. Child C and child D playing with the robot
  • 8. Child E and child F playing with the robot
  • 9. Results (Child A and B)  The Child B and C had already encountered this trial before  The pair A and B were Most Social  The pair C and D were less Social than the previous pair  The least Social were the E and F, none of them had already encountered the trial before  The Experiment results that robot needs to be improved for its interaction outside the class room in order to analyze its Environment more Accurately
  • 10. Communicative Aspects of Interaction Local Structured Interactions Global Structured Interactions Meta Structured Interactions
  • 11. Hints for Improvement  The results would have been more clear if there would have been numerical figures or statistics involved  The research would have been more improved by encircling the children with physical disorder and autism too  if the aspect of communication also included communication with model based or Goal based or learning based robotic agent, etc. then the research would be have more improved