Comparing the effectiveness of robot-based to human-based intervention in improving joint attention in autistic children.

Background: Children with autism have impairments in initiation of joint attention (IJA) and response to joint attention (RJA). Aims: The present study compared the learning effectiveness of robot-based intervention (RBI) with that of content-matched human-based intervention (HBI) in improving joint attention (JA). We examined whether RBI would enhance RJA, in comparison to HBI. We also examined whether RBI would increase IJA, in comparison to HBI. Methods and procedures: Thirty-eight Chinese-speaking children with autism aged 6 to 9 years were randomly assigned to RBI and HBI groups. Before intervention, their autism severity, cognitive abilities, and language skills were assessed. Each child received six 30-min training sessions over 3 weeks. During training, he/she watched one or two robot/human dramas twice where two robot/human actors demonstrated eye contact and RJA. Outcomes and results: Children in the RBI (but not HBI) group produced more RJA and IJA behaviors in the delayed post-test than in the pre-test. Parents of the RBI children rated the program more positively than those of the HBI children. Conclusions and implications: RBI may be more effective than HBI in promoting JA in autistic children with high support needs. Our findings shed light on the application of robot dramas in enhancing social communication skills.

Robot dramas may improve joint attention of Chinese-speaking low-functioning children with autism: stepped wedge trials.

INTRODUCTION: Children with autism spectrum disorder (ASD), especially those with low cognitive functioning, have deficits in joint attention. Previous research has found that these children are interested in engaging with social robots. PURPOSE: In the present study, we designed a robot drama intervention for promoting responses to joint attention abilities (RJA) of children with low-functioning autism (IQs < 70). MATERIALS AND METHODS: Using a stepped wedge design, Chinese-speaking children aged six to eight were randomly assigned to three tiers (N = 18). Children of all three tiers had comparable autism severity, language and cognitive function, and joint attention abilities. Tier 1 first received intervention, followed by Tiers 2 and 3. They watched six dramas in which social robots demonstrated RJA behaviours. RESULTS: The RJA of children of all tiers improved after intervention and such improvement was maintained over time. Despite initiation of joint attention (IJA) not being explicitly taught, IJA of all children was found to improve after intervention. CONCLUSIONS: It was, therefore, concluded that a robot drama could enhance the joint attention of children with low-functioning ASD.Implications for rehabilitationIn comparison to typically developing children, children with autism spectrum disorder (ASD), especially those with low cognitive functioning, have deficits in joint attention.Robot-based drama intervention program was developed to promote responses to joint attention (RJA) abilities of children with low-functioning autism (IQs < 70).Modelling RJA in robot dramas can promote RJA abilities in these children.An improvement in RJA also yielded an increase in the initiation of joint attention (IJA) abilities.Children with low-functioning autism might be able to extract the initiation of joint attention skills from the drama, even though these behaviours were not explicitly taught.

Triclosan uptake and transformation by the green algae Euglena gracilis strain Z.

Triclosan is an antimicrobial chemical present in consumer products that is frequently detected in aquatic environments. In this research, we investigated the role of a common freshwater microalgae species, Euglena gracilis for triclosan uptake and transformation in open-water treatment wetlands. Lab-scale wetland bioreactors were created under various conditions of light (i.e., continuous (white) light, red light, and in the dark), media (i.e., wetland, autoclaved wetland, Milli-Q, and growth media water), and presence or absence of algae. Triclosan and its potential transformation products were identified in the water and algae phases. Triclosan transformation occurred most rapidly with reactors that received continuous (white) light, with pseudo first-order rate constants, k, ranging from 0.035 to 0.292 day-1. This indicates that phototransformation played a major role in triclosan transformation during the day, despite light screening by algae. Algae contributed to the uptake and transformation of triclosan in all reactors, and algae and bacteria both contributed to triclosan biotransformation under dark conditions, representative of nighttime conditions. Some transformation products were formed and further transformed, e.g., triclosan-O-sulfate, methoxy and diglucosyl conjugate of hydroxylated triclosan, and dimethoxy and glucosyl conjugate of 2,4-dichlorophenol, suggesting their minimal accumulation over the 25 days of the experiments. This study shows that the combined action of light, microbes, and algae allows the safe transfer and transformation of triclosan in open-water treatment wetlands.

Optimizing Constructed Wetlands for Safe Removal of Triclosan: A Box-Behnken Approach.

Traditional constructed wetland designs typically result in variable efficiencies for trace organic contaminant removal. In this work, we used a Box-Behnken experimental design for optimizing the conditions of pH, nitrate concentration, and dissolved organic carbon (DOC) concentration that would maximize the rate of triclosan phototransformation while minimizing the accumulation of toxic byproducts. Triclosan is a frequently detected and toxic antimicrobial agent present in many consumer and industrial products. The results showed that high pH values (9.9) and low DOC concentration (11 mg/L-) would maximize triclosan phototransformation rate while minimizing the accumulation of toxic byproducts. As long as DOC concentrations were larger than 33 mg/L, nitrate concentration did not show a significant effect on triclosan phototransformation rate. The major transformation products detected were 2,4-dichlorophenol and compounds with chemical formulas C12H8Cl2O2 and C12H9ClO3, resulting from a chlorine loss or replacement by a OH group. In addition, 4-chlorocatechol was mainly detected during direct photolysis and 2,8-dichlorodibenzo-p-dioxin was only found during direct photolysis at pH 8. This study showed that wetland efficiency at removing triclosan can theoretically be increased by limiting DOC-contributing factors, e.g., emergent vegetation, and supporting pH-increase processes, e.g., via algae growth or by incorporating alkaline geomedia.

Who is a better teacher for children with autism? Comparison of learning outcomes between robot-based and human-based interventions in gestural production and recognition.

BACKGROUND: Individuals with autism spectrum disorder (ASD) tend to show deficits in engaging with humans. Previous findings have shown that robot-based training improves the gestural recognition and production of children with ASD. It is not known whether social robots perform better than human therapists in teaching children with ASD. AIMS: The present study aims to compare the learning outcomes in children with ASD and intellectual disabilities from robot-based intervention on gestural use to those from human-based intervention. METHODS AND PROCEDURES: Children aged six to 12 with low-functioning autism were randomly assigned to the robot group (N = 12) and human group (N = 11). In both groups, human experimenters or social robots engaged in daily life conversations and demonstrated to children 14 intransitive gestures in a highly-structured and standardized intervention protocol. OUTCOMES AND RESULTS: Children with ASD in the human group were as likely to recognize gestures and produce them accurately as those in the robot group in both training and new conversations. Their learning outcomes maintained for at least two weeks. CONCLUSIONS AND IMPLICATIONS: The social cues found in the human-based intervention might not influence gestural learning. It does not matter who serves as teaching agents when the lessons are highly structured.