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A Sco** Review of the Use of Robotics Technologies for Supporting Social-Emotional Learning in Children with Autism

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Abstract

This sco** review synthesises the current research into robotics technologies for promoting social-emotional learning in children with autism spectrum disorder. It examines the types of robotics technologies employed, their applications, and the gaps in the existing literature. Our sco** review adhered to the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) reporting guidelines. The systematic search of relevant databases allowed us to identify studies that use robotics technologies for fostering social, emotional, and cognitive skills in young children with autism. Our review has revealed that various robots, such as Nao, Kaspar, and Zeno, have been used to support the development of social and emotional skills through imitation games, turn-taking, joint attention, emotional recognition, and conversation. As most of these studies were conducted in clinical settings, there is a need for further research in classroom and community-based environments. Additionally, the literature calls for more high-quality longitudinal studies to assess the long-term effectiveness and sustainability of robot-assisted therapy and to assess adaptive and personalised interventions tailored to individual needs. More emphasis is recommended on professional development for educators, parents, and health professionals to incorporate robotics technologies as evidence-based interventions as a pathway for creating inclusive learning environments for children with autism.

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Fig. 1
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Adapted from Saldana’s (2021) code to theory approach

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Authors and Affiliations

  1. Department of Education, School of Social Sciences Media Film and Education, Swinburne University of Technology, Hawthorn, 3122, Australia

    Sarika Kewalramani & Andrea Ng

  2. School of Educational Psychology and Counselling, Faculty of Education, Monash University, Clayton, Australia

    Kelly-Ann Allen & Erin Leif

  3. Centre for Wellbeing Science, Melbourne Graduate School of Education, University of Melbourne, Melbourne, Australia

    Kelly-Ann Allen

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  1. Sarika Kewalramani
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  4. Andrea Ng
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Correspondence to Sarika Kewalramani.

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The authors acknowledge having no financial interest or benefit arising from the direct applications of this research. This research received funding from Monash University’s Capacity Building Grant from the School of Educational Psychology and Counselling for research assistance.

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Kewalramani, S., Allen, KA., Leif, E. et al. A Sco** Review of the Use of Robotics Technologies for Supporting Social-Emotional Learning in Children with Autism. J Autism Dev Disord (2023). https://doi.org/10.1007/s10803-023-06193-2

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