ASD-ROBOT: AN APPROACH THAT TAKES INTO ACCOUNT THE SENSORIALITY IN THE INTERACTION BETWEEN CHILD, THERAPIST AND ROBOT

Lucia Campitiello, Stefano Di Tore, Amelia Lecce, Ilaria Viola, Maurizio Sibilio

Abstract


This paper focuses on robots used in educational and therapeutical interventions for children with Autism Spectrum Disorder. Children with autism show a different way of perceiving environmental stimuli, they interpret reality based on the different cognitive and communicative styles that are often a source of discomfort. This work, based on the studies carried out on the interaction between the robot and the child with autism, highlights how robots (properly programmed) can bring benefits to children with sensory problems, and promote social interaction and communication. The aim of the research is to implement the prototype named ASD-Robot already tested, in a first test, at the "Collodi" primary school in Pagani in the province of Salerno, through interventions aimed at supporting children who show difficulties in social interaction, paying attention to different sensory perceptions that characterize children with ASD and helping them to understand the surrounding environment.


Parole chiave


robotics; autism spectrum disorder; sensoriality; special education; assistive technologies.

Full Text

PDF

Riferimenti bibliografici


Andrich, R. (2015). Valutare, consigliare, prescrivere gli Ausili. I Quaderni della Fondazione Don Gnocchi.

Baron-Cohen, S., Leslie, A. M., Frith, U. (1985). Does the autistic child have a “theory of mind”?. Cognition, 21(1), 37-46.

Baruth, J. M., Casanova, M. F., Sears, L. e Sokhadze, E. (2010). Early visual processing abnormalities in high-functioning autism spectrum disorder (ASD), Traslational Neuroscience 1,2, pp. 177-187.

Besio, S. (2006). Tecnologie assistive per la disabilità, Lecce: Pensa Multimedia

Besio, S. (2019). Tecnologie Assistive. In: L. D’Alonzo (a cura di), Dizionario di Pedagogia Speciale, Brescia: Scholè, pp. 356-364

Besio, S. (2020). Un virus uguale per tutti? Fuori dal velo, ricostruire l’inclusione Serenella, Nuova Secondaria, n. 2, pp. 112-129

Besio, S. et al. (2020). Le tecnologie assistive per la disabilità tra attualità e innovazione: una systematic review, in R. Caldin (a cura di), Le Società per la società: ricerca, scenari, emergenze sull’inclusione, II tomo, Sezione SIPeS, Atti del Convegno Internazionale SIRD, Pensa Multimedia, Lecce 2020, pp.64- 72.

Bitelli, C., Guerreschi, M., Rossi, A. (2016). Manuale degli ausili elettronici ed informatici. Tecnologie assistive a supporto della qualità della vita. Youcanprint Self-Publishing.

Bogdashina, O. (2013). Sensory theory in autism makes sense: A brief review of the past and present research, OA Autism 1, 1, p.3.

Bogdashina, O. (2016). Sensory perceptual issues in autism and asperger syndrome: different sensory experiences-different perceptual worlds. Jessica Kingsley Publishers.

Campitiello, L., Todino, M. D., Di Tore, S. (in press). ASD-Robot: come progettare un robot stampato in 3D che tenga conto di un approccio educativo inclusivo per i bambini con Disturbo dello Spettro Autistico, Carocci

Cass, H. (1996). Visual impairments and autism. What we know about causation and early identification. Autism and visual impairment Conference, Sensory Series 5, pp. 2-24.

Castellano, G. (2019). Comunicazione aumentativa alternativa e tecnologie assistive. Modelli di riferimento, strumenti, esperienze, Bologna: Helpicare

Cottini, L. (2013). Che cos'è l'autismo infantile. Roma: Carocci

De Graaf, M. M. A. & Ben Allouch, S. (2013). Exploring influencing variables for the acceptance of social robots. Robotics Autonomous System, 61:1476-1486

Di Tore, S., Todino, M. D., Sibilio, M., (2019). Disuffo: Design, prototipazione e sviluppo di un robot didattico open-source. Form@re. Vol. 19 Issue 1, p106-116. 11p.

Doman, R. Jr. (1984). Sensory deprivation, Journal of the National Academy of Child Development 4.

Dunst, C. J., Trivette, C. M., Prior, J., Hamby, D. W., Embler, D. (2013). Parents' Judgments of the Acceptability and Importance of Socially Interactive Robots for Intervening with Young Children with Disabilities. Social Robots Research Reports, 1: 1-5.

Encernação, P., Cook A. M. (2017). Robitic Assistive Technologies. Principles and Practice, Amsterdam (NL): Elsevier Mosby

European Parliamentary Research Service (EPRS), Scientific Foresight Unit [STOA] (2018 a). Assistive technologies for people with disabilities Part I: Regulatory, health and demographic aspects. PE 603.218

European Parliamentary Research Service (EPRS), Scientific Foresight Unit [STOA] (2018 b). Assistive technologies for people with disabilities Part II: Current and emerging technologies. PE 603.218.

Forrest, D. (1996). A Glimpse of Hell, London: Amnesty International.

Frith, U. (2003). Autism: Explaining the enigma. Blackwell Publishing.

Gense, M. H., Gense, D. J. (1994). Identifying autism in children with blindness and visual impairment, Review 26, pp. 55-62.

Gibson, E. J. (1969). Principles of perceptual learning and perceptual development, New York: Appleton Century Crofts.

Ozonoff, S. (1995). Executive function in autism, in E. Schopler e G. B. Mesibov (eds.) Diagnosis and assessment in autism, New York: Plenum Press.

Ricci, C., Magaudda, C., Carradori, G., Bellifemine, D., Romeo, A. (2014). Il manuale ABA-VB-Applied Behavior Analysis and Verbal Behavior: Fondamenti, tecniche e programmi di intervento. Edizioni Centro Studi Erickson

Robins, B., Dautenhahn, K., Nehaniv, C. L., Mirza, F. & Olsson L. (2005). Sustaining interaction dynamics and engagement in dyadic childrobot interaction kinesics: Lessons learnt from an exploratory study. In Proceedings of the 14th IEEE International Workshop on Robot and Human Interactive Communication, RO-MAN2005, Nashville, USA.

Robins, S. (2008). Total isolation, BBC documentary, 22 January.

Todino, M. (2018). La complessità dell’interazione uomo-macchina, Roma: Aracne.




DOI: https://doi.org/10.32043/gsd.v5i3.434

Refback

  • Non ci sono refbacks, per ora.


Copyright (c) 2021 Giornale Italiano di Educazione alla Salute, Sport e Didattica Inclusiva

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.