Social and communication deficits are a core feature of Autism Spectrum Disorders (ASD) and impact an individual's ability to be a full participant in their school environment and community. The increase in number of students with ASD in schools combined with the use of ineffective interventions have created a critical need for quality social-communication instruction in schools for this population. Technology-based interventions, like robots, have the potential to greatly impact students with disabilities, including students with ASD who tend to show increased interest and engagement in technology-based tasks and materials. While research on the use of robots with these learners is limited, these technologies have been successfully used to teach basic social-communication skills. The purpose of this study was to examine the effects of a social-communication intervention for young children with ASD that is rooted in evidence-based practices and utilizes a surrogate interactive robot as the primary interventionist. This study utilized a multiple baseline design across behaviors to determine the impact of the robot-assisted intervention on the manding, tacting, and intraverbal skills of four, 3-year old students with ASD. The researchers found that this intervention was effective in increasing the rate of all three the target behaviors.
Doctor of Philosophy (Ph.D.)
College of Education and Human Performance
Education; Exceptional Education
Length of Campus-only Access
Doctoral Dissertation (Open Access)
Donehower, Claire, "An Analysis of Robot-Assisted Social-Communication Instruction for Young Children with Autism Spectrum Disorders" (2017). Electronic Theses and Dissertations. 5560.