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| Supporting Individuals on the Autism Spectrum Through Robotics and Virtual Learning |
| Sunday, May 28, 2023 |
| 3:00 PM–4:50 PM |
| Convention Center Mile High Ballroom 4C/D |
| Area: AUT/EDC; Domain: Theory |
| Chair: XIAONING SUN (University of Utah) |
| Discussant: Aaron J. Fischer (University of Utah) |
| CE Instructor: Aaron J. Fischer, Ph.D. |
| Abstract: The technological age in which we live has brought with it new methods of harnessing technology to bring valid and reliable interventions to individuals on the autism spectrum. This symposium will present a review of technology to support ABA practice for individuals on the autism spectrum, as well as three targeted reviews of emerging technologies and their ability to support individuals on the autism spectrum. Specifically, these technologies include virtual reality, telepresence robots, and programmable robots. The findings and implications of these studies are discussed. Studies on virtual reality demonstrated strong training abilities for supporting individuals on the autism spectrum, particularly those practicing social skills. Research on telepresence robots showed promise in assisting educators with behavior assessment procedures and revealed increased compliance and improved student academic skills. Despite limited research highlighting the role of programmable robots in autism intervention, studies have shown great potential for teaching social and occupational skills. Strengths, limitations, and future directions for each technology will be discussed. |
| Instruction Level: Basic |
| Keyword(s): Autism, robotics learning, technology-based intervention, virtual learning |
| Target Audience: Individuals or groups who are interested in technology-based interventions |
| Learning Objectives: 1) learn about emerging technologies and their ability to support individuals on the autism spectrum 2) learn training abilities of virtual reality for supporting individuals on the autism spectrum 3) learn how to integrate telepresence robots into the consultation process, their strengths and limitations, and considerations for future research on telepresence robots in education 4) learn the role of programmable robots in autism intervention, especially its great potential for teaching social and occupational skills |
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Applying Technology-Based Interventions in Applied Behavior Analysis (ABA) Practice for Individuals With Autism Spectrum Disorder (ASD) |
| CAROLINE DUCLAUX (University of Utah) |
| Abstract: Individuals on the autism spectrum experience difficulties in social-emotional reciprocity, nonverbal communication, and developing and maintaining relationships, along with particularities in interest and motor skills. Fortunately, the technological age in which we live has brought with it new methods of harnessing technology to bring valid and reliable interventions to individuals on the autism spectrum. In the current digital age, practitioners and researchers have increasingly focused on how technology can be leveraged to develop more effective and accessible training programs. Moreover, technological efficiency enables the provision of treatment to an increased number of individuals, particularly those who may not have previously had the means to access the care they need. This presentation will report the recent technological developments in delivering ABA service to individuals with ASD. For instance, technologies such as virtual reality (VR) and telepresence robots can enable remote service provision, reducing the need for direct practitioner contact, eliminating the burden of travel, and expanding the reach of practitioners trained to deliver ASD interventions. |
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| Cornerstone of the Technological World–Virtual Reality |
| AN AN CHANG (California State University, Northridge ) |
| Abstract: Virtual reality (VR) has become a cornerstone of the technological world: changing the landscape of the videogame world and reinventing the way we experience our surroundings. A virtual setting, or world, is a simulation of real-world environments containing various entities. This feature renders VR ideal for interventions for which contingencies may need to be precisely altered. VR technology, when applied correctly, can have numerous benefits for ASD-focused interventions. The alleviation of concerns related to social abilities and professional skills can help ease the stress of childhood and pave the path to success for transition-aged individuals on the autism spectrum. Customizing environments, amplifying accessibility, and pinpointing contingency control are all ways that VR contributes to pre-existing interventions, and bringing those advantages into practice helps alleviate the concerns posed by ASD, allowing individuals to discover their capacities and utilize their strengths out in the world. This presentation demonstrated strong training abilities of virtual reality for supporting individuals on the autism spectrum, particularly for those practicing social skills. Strengths, limitations, and future directions are discussed in detail. |
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| Delivering School Psychology Services Through Telepresence Robots |
| HUNTER KING (University of Utah) |
| Abstract: An emerging line of research has demonstrated the use of telepresence robots to remotely train educators to support the behavioral and academic needs of children and youth on the autism spectrum. Whether stationary or mobile, telepresence robots include a docking system that incorporates video conferencing software for purposes of service delivery. Using telepresence robots, consultants met with educators across several sessions to conceptualize student needs, support educators’ comfort with treatment procedures, provide ongoing performance feedback to sustain high levels of treatment integrity, and formatively evaluate students’ response to treatment. To date, the teleconsultation literature has primarily focused on the provision of indirect supports in schools targeting educators’ adherence to ABA-based strategies (e.g., functional analysis, stimulus fading, guided complaince) and their effectiveness for achieving student outcomes (e.g., instruction following, number discrimination). While limited in number, a series of recent publications have shown telepresence robots to be a feasible and acceptable medium through which to achieve these outcomes. Considering the recency of telepresence robots in education, this presentation will provide guidance on how to integrate telepresence robots into the consultation process, their strengths and limitations, and considerations for future research on telepresence robots in education. |
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Programmable Robots: Conducting Interventions Without a Direct Practitioner |
| LAUREN ELIZABETH MARTONE (University of Utah) |
| Abstract: Programmable robots can be designed and programmed to imitate skills training normally provided by an interventionist. There are two ways programmable robots can be used. One way is with a human operator actively controlling the robot from a distance using a computer. The other way is by preprogramming the robot to engage in different behaviors based on what it is seeing or hearing, often referred to as “autonomous” control. Researchers have been creative in the development of these robots to support children with Autism in other ways. One way is teaching necessary skills to teachers and practitioners. Robots, simulating clients, can be helpful for training because the trainees are exposed to real-life scenarios and challenges (e.g., a client experiencing a breakdown of emotions), access new or rare experiences (e.g., a client engaging in self-injury in the form of hitting their own head), obtain immediate performance feedback from the robot or a trainer standing by, and repeatedly practice in a safe environment. Despite limited research highlighting the role of programmable robots in autism intervention, studies have shown great potential for teaching social and occupational skills. Strengths, limitations, and future directions for each technology are discussed in detail. |
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