Page 134 - Socially Intelligent Agents Creating Relationships with Computers and Robots

Chapter 14

ROBOTIC PLAYMATES

Analysing Interactive Competencies of Children with
Autism Playing with a Mobile Robot

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Kerstin Dautenhahn , Iain Werry , John Rae ,Paul Dickerson ,
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Penny Stribling , and Bernard Ogden 1
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University of Hertfordshire, University of Reading, University of Surrey Roehampton
Abstract This chapter discusses two analysis techniques that are being used in order to
study how children with autism interact with an autonomous, mobile and ‘social’
robot in a social setting that also involves adults. A quantitative technique based
on micro-behaviours is outlined. The second technique, Conversation Analysis,
provides a qualitative and more detailed investigation of the sequential order,
local context and social situatedness of interaction and communication compe-
tencies of children with autism. Preliminary results indicate the facilitating role
of the robot and its potential to be used in autism therapy.

1. The Aurora Project

Computers, virtual environments and robots (e.g. [15], [9]) are increasingly
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used as interactive learning environments in autism therapy . Since 1998 the
Aurora project has studied the development of a mobile, autonomous and ‘so-
cial robot’ as a therapeutic tool for children with autism, see e.g. [1] for more
background information. Here, the context in which robot-human interactions
occur is deliberately playful and ‘social’ (involving adults). In a series of tri-
als with 8-12 year-old autistic children we established that generally children
with autism enjoy interacting with the robotic toy, and show more engaging
behaviour when playing with the robot as opposed to a non-interactive toy
[16], [17]. Also, the role of the robot as a social mediator was investigated
in trials with pairs of autistic children. Results showed a spectrum of social
and non-social play and communication that occurred in robot-child and child-