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Robotic Trains as an Educational and Therapeutic Tool for Autism Spectrum Disorder Intervention

机译：机器人列车作为自闭症谱系紊乱干预的教育和治疗工具

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Social robots are emerging to become useful assistive tools for use in the therapy and education of children with Autism Spectrum Disorder (ASD). The nature of ASD causes its symptoms and manifestations to vary widely, resulting in a variety of robotic form factors that have been developed for this application. These robots vary in structure, shape, size, color, and function. In this paper, we propose a train-based model to be used as an educational and rehabilitation tool. We explore the responses from children with ASD in a special needs centre toward a variety of toys (e.g. ball, cymbals, truck) and robots (i.e. humanoid and a robotic seal), including trains. Experiments were conducted to verify whether or not trains have any advantage over other form factors and to extract any features of interest to the children. Results show that trains represent an appealing platform to a wider range of children with ASD. Additionally, results showed that simple features that can be easily incorporated into trains play a significant role in the interactions and could serve as reward mechanism.
机译：社会机器人正在新兴成为有用的辅助工具，用于治疗和自闭症谱系疾病（ASD）儿童的治疗和教育。 ASD的性质导致其症状和表现因素广泛而变化，导致已为该应用开发的各种机器人形态因素。这些机器人的结构，形状，尺寸，颜色和功能变化。在本文中，我们提出了一种基于列车的模型，用于用作教育和康复工具。我们探讨了在特殊需求中心探讨了ASD的儿童的回应，朝着各种玩具（例如球，钹，卡车）和机器人（即人形和机器人密封），包括列车。进行实验以验证列车是否具有与其他形式因素有任何优势，并提取儿童感兴趣的任何特征。结果表明，列车代表了一个吸引人的平台，更广泛的有亚本的儿童。此外，结果表明，可以轻松地纳入列车中的简单特征在互动中发挥着重要作用，并可作为奖励机制。

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