A Scoping Review of the Use of Robotics Technologies for Supporting Social-Emotional Learning in Children With Autism
Journal of Autism and Developmental Disorders
Kewalramani, S., Allen, K., et al. (2024).
Journal of Autism and Developmental Disorders, 54, 4481-4495.
This scoping review investigates use of robotics technologies to promote social-emotional learning for children on the autism spectrum.
Monash University’s Capacity Building Grant from the School of Educational Psychology and Counselling (Australia)
Not stated
Randomized-controlled trials, quasi-experimental designs, single-case research designs, comparative studies, and case studies
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In children on the autism spectrum, robotics technologies showed evidence for:<br />
<ul>
<li>enhancing social communication and interaction (e.g., shared attention, use of gestures, verbal imitation);</li>
<li>facilitating emotional understanding and expression as well as self-regulation in clinical environments; and</li>
<li>supporting cognitive development and problem-solving skills in classroom settings.</li>
</ul>
Limitations of this review were small sample sizes of the included studies, heterogeneity of participants, and limited information on long-term outcomes. Future research should investigate maintenance and generalization of the interventions and their applicability to natural environments.
