So Wing-Chee, Wong Miranda Kit-Yi, Lam Carrie Ka-Yee, Lam Wan-Yi, Chui Anthony Tsz-Fung, Lee Tsz-Lok, Ng Hoi-Man, Chan Chun-Hung, Fok Daniel Chun-Wing
a Department of Educational Psychology , The Chinese University of Hong Kong , Hong Kong S.A.R.
b Hong Chi Morninghill School , Tsui Lam , Hong Kong S.A.R.
Disabil Rehabil Assist Technol. 2018 Aug;13(6):527-539. doi: 10.1080/17483107.2017.1344886. Epub 2017 Jul 4.
While it has been argued that children with autism spectrum disorders are responsive to robot-like toys, very little research has examined the impact of robot-based intervention on gesture use. These children have delayed gestural development. We used a social robot in two phases to teach them to recognize and produce eight pantomime gestures that expressed feelings and needs. Compared to the children in the wait-list control group (N = 6), those in the intervention group (N = 7) were more likely to recognize gestures and to gesture accurately in trained and untrained scenarios. They also generalized the acquired recognition (but not production) skills to human-to-human interaction. The benefits and limitations of robot-based intervention for gestural learning were highlighted. Implications for Rehabilitation Compared to typically-developing children, children with autism spectrum disorders have delayed development of gesture comprehension and production. Robot-based intervention program was developed to teach children with autism spectrum disorders recognition (Phase I) and production (Phase II) of eight pantomime gestures that expressed feelings and needs. Children in the intervention group (but not in the wait-list control group) were able to recognize more gestures in both trained and untrained scenarios and generalize the acquired gestural recognition skills to human-to-human interaction. Similar findings were reported for gestural production except that there was no strong evidence showing children in the intervention group could produce gestures accurately in human-to-human interaction.
虽然有人认为患有自闭症谱系障碍的儿童对类似机器人的玩具有反应，但很少有研究考察基于机器人的干预对手势使用的影响。这些儿童的手势发展延迟。我们分两个阶段使用社交机器人教他们识别和做出八个表达情感和需求的哑剧手势。与候补对照组的儿童（N = 6）相比，干预组的儿童（N = 7）在经过训练和未经训练的场景中更有可能识别手势并准确做出手势。他们还将获得的识别（而非做出）技能推广到人际互动中。研究强调了基于机器人的干预对手势学习的益处和局限性。康复启示与发育正常的儿童相比，患有自闭症谱系障碍的儿童手势理解和做出能力的发展有所延迟。开发了基于机器人的干预项目，以教患有自闭症谱系障碍的儿童识别（第一阶段）和做出（第二阶段）八个表达情感和需求的哑剧手势。干预组的儿童（候补对照组的儿童则不然）在经过训练和未经训练的场景中都能识别更多手势，并将获得的手势识别技能推广到人际互动中。关于手势做出也有类似的发现，只是没有有力证据表明干预组的儿童在人际互动中能准确做出手势。
