Robot-based intervention may reduce delay in the production of intransitive gestures in Chinese-speaking preschoolers with autism spectrum disorder.

Journal: Molecular autism
PMID: 29796238

Abstract

BACKGROUND: Past studies have shown that robot-based intervention was effective in improving gestural use in children with autism spectrum disorders (ASD). The present study examined whether children with ASD could catch up to the level of gestural production found in age-matched children with typical development and whether they showed an increase in verbal imitation after the completion of robot-based training. We also explored the cognitive and motor skills associated with gestural learning.

Authors

  • Wing-Chee So
    a Department of Educational Psychology , The Chinese University of Hong Kong , Hong Kong S.A.R.
  • Miranda Kit-Yi Wong
    a Department of Educational Psychology , The Chinese University of Hong Kong , Hong Kong S.A.R.
  • Wan-Yi Lam
    a Department of Educational Psychology , The Chinese University of Hong Kong , Hong Kong S.A.R.
  • Chun-Ho Cheng
    Department of Educational Psychology, The Chinese University of Hong Kong, Hong Kong, Hong Kong, Special Administrative Region of China.
  • Jia-Hao Yang
    Department of Educational Psychology, The Chinese University of Hong Kong, Hong Kong, Hong Kong, Special Administrative Region of China.
  • Ying Huang
    Department of Otolaryngology, Head and Neck Surgery, Affiliated Hospital of Southwest Medical University Luzhou, Sichuan, China.
  • Phoebe Ng
    Department of Educational Psychology, The Chinese University of Hong Kong, Hong Kong, Hong Kong, Special Administrative Region of China.
  • Wai-Leung Wong
    Department of Educational Psychology, The Chinese University of Hong Kong, Hong Kong, Hong Kong, Special Administrative Region of China.
  • Chiu-Lok Ho
    Department of Educational Psychology, The Chinese University of Hong Kong, Hong Kong, Hong Kong, Special Administrative Region of China.
  • Kit-Ling Yeung
    Department of Educational Psychology, The Chinese University of Hong Kong, Hong Kong, Hong Kong, Special Administrative Region of China.
  • Cheuk-Chi Lee
    Department of Educational Psychology, The Chinese University of Hong Kong, Hong Kong, Hong Kong, Special Administrative Region of China.

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