Robot programming for a child with autism spectrum disorder: a pilot study.

Children with autism spectrum disorder (ASD) show great interest in technological devices, and especially in robots. Several studies in the field have suggested that socially assistive robotics (SARs) can help children with ASD in the enhancement of their social skills and communication, and in the reduction of their stereotypical behaviors. Few published research results are available regarding robot programming or coding in the context of STEM education (Science, Technology, Engineering and Mathematics) for these children. In this pilot study, the authors designed and implemented educational activities with the robot 'Codey Rocky', a ready-to-use robot designed for code learning and programming by primary school children. In this pilot study, the participation of two eight-year-old schoolchildren, a girl with ASD and intellectual deficit and a boy of typical development in triadic interactions with the robot, led to the enhancement of the social and communication skills of the girl with ASD. A decrease in her challenging behaviors was also observed although she manifested repetitive and stereotyped behaviors throughout the educational sessions. The benefits, risks, and implications of the use of SARs for children with ASD are discussed.

Physical activity, sedentary behaviour and quality of life in children with autism: insights from Romania and Greece.

Background: The COVID-19 pandemic has accentuated sedentarism in children, including those with autism. Given the importance of the topic for long-term health, this study aimed to explore the post-pandemic relationship between physical activity, sedentary behaviours and quality of life (QOL) in children with autism from Romania and Greece. Methods: An online questionnaire collected information regarding physical activity levels in children and their parents, children's sedentary behaviours and QOL from 83 Romanian parents (m1age = 40.1; sd1age = 6.37) and 42 Greek parents (m2age = 39.5; sd2age = 5.45) between March and July 2022. Results: Most Greek children (95%) had 2 or 3 weekly hours of physical education at school/kindergarten, while only 64% of Romanian children had the same level of physical education. Romanian parents reported being more active (χ2weekdays= 33.7, df = 3, p < .001; (χ2leisure= 41.8, df = 2, p < .001) than the Greek counterparts. Contrary to expectations, the parents' physical activity did not correlate with the child's physical activity. Sedentary behaviour time was significantly higher in Greek than Romanian children during working days and the weekends. Sedentary behaviour during weekdays predicted the child' QOL. Conclusions: This exploratory study offers insight into Romanian and Greek children's patterns of physical and sedentary activities. The results stress the need to increase physical activity and decrease sedentary behaviours in children with autism from Romania and Greece. The practical implications and limits of this exploratory approach were further discussed.

Occurrence and correlates of anxiety and depression in carers of autistic children across three nations.

Purpose: Caring for an autistic child is associated with elevated stress, anxiety and depression. Although some data suggest that 'child' or 'carer' factors may moderate the severity of carer distress, relatively few international comparisons have been made, limiting the generalizability of previous findings. This study aimed to address this issue. Method: A survey-based comparison was made of carers from three nations (Australia, Denmark, Greece), and the effects of demographic, child, and carer variables upon carer anxiety and depression were investigated. Results: Only limited cross-nation consistency was found for nation, child, or carer variables and their effects upon carer anxiety or depression. Conclusion: The application of universal treatment models for carer anxiety and depression may be of differing value across nations.

Video-based instruction in enhancing functional living skills of adolescents and young adults with autism spectrum disorder and their transition to independent living: a review.

Individuals with Autism Spectrum Disorder (ASD) deal with impairments in functional living skills. Video-based instruction (VBI) has been used for teaching and enhancing functional living skills for adolescents and young adults with ASD. This literature review of 19 relevant reports investigates various different types of VBI used in the studies. It explores the utilization and efficacy of VBI in enhancing the functional living capabilities of adolescents and young adults with ASD. Social skills were taught in most of the included studies. Only two studies focused on workplace social skills, three on vocational skills, and one on academic skills. The findings demonstrate that video modeling (VM) alone or in conjunction with other methods or strategies, is the method most often used in enhancement of functional living skills in adolescents and young adults with ASD.

Review of assistive technology in the training of children with autism spectrum disorders.

The use of socially assistive robotics (SARs) is a promising method for improving the social skills of children with autism spectrum disorder (ASD). Studies conducted in this field in recent years show that the use of robots as collaborators may have positive effects on the development of social skills in children with ASD, especially in those areas where they reveal great deficits. In this literature review, we present, organize and evaluate the most important features and results of 13 relevant scientific articles. In analysis of the research findings we explored the documented effectiveness of robotics in enhancing the social skills of children with ASD in the areas of mutual attention, verbal communication and imitation skills, and also in the reduction of stereotypical behavior. Analysis of the results of the 13 studies confirmed that robots can have positive immediate effects on the communication skills of children with ASD, which holds promise for future intervention programs and relevant research.

Review of cluster analysis of phenotypic data in Autism Spectrum Disorders: distinct subtypes or a severity gradient model?

Background: Individuals with autism spectrum disorder (ASD) form a heterogeneous group, posing a challenge for clinical definition. Additional problems regarding the diverse clinical presentation arise from changes in diagnostic criteria according to the latest Diagnostic and Statistical Manual of Mental Disorders (DSM-5), with exclusion of individuals who met earlier criteria or inclusion of more than previously. Objectives: To investigate studies that have attempted to reduce the heterogeneity of ASD based on cluster analysis of phenotypic data and to clarify whether ASD should be interpreted as 'a unitary spectrum,' with a severity gradient, or defined by distinct subtypes. This will allow better understanding of the disorder with implications for its treatment and prognosis. Methods: A literature search was made through PubMed, Researchgate and Google Scholar for studies of ASD populations. In addition, reference lists from identified studies were reviewed. Results: Only 10 studies were found that dealt with the heterogeneity of ASD and its different subtypes, based on the review prerequisites. Most of the studies appear to support the existence of subtypes within ASD, but it remains unclear whether these are considered as different specific subtypes with characteristic profiles of symptoms or as a part of a severity gradient across symptom domains. Conclusions: Drawing definitive conclusions from the published studies about the nature of ASD is difficult, due to the fundamental methodological differences among the studies and their inconsistent findings. This review shed light on a number of discrepancies regarding the current classification of ASD. However, future research will be necessary to provide a more definite answer on the question of a definition based on separate diagnostic subtypes or on a severity gradient by including larger samples that are followed longitudinal and by applying better diagnostic system and choosing the appropriate variables.

Beneficial effects of robot-mediated class activities on a child with ASD and his typical classmates.

Objective: The current educational intervention investigates how the use of the educational robot as an assistive tool can aid young children with Autism Spectrum Disorder helping them strengthen relationships and improving their interaction with typically developing children. Method: For this purpose an interdisciplinary road safety program was implemented involving the construction, programming and operation of a 3D LEGO robot bicycle model. Results: The results showed that the use of educational robotics appeared to bring about a change in the indifferent attitude of the typically developing students towards the students with ASD. In addition in contributed to the development of the social, communicational and emotionsl skills of the child with ASD and lead to a reduction in his challenging behaviors.

Views of Teachers on Anxiety Symptoms in Students with Autism Spectrum Disorder.

People with autism spectrum disorder (ASD) exhibit comorbidity with anxiety. The aim of this study was the investigation of the perception of teachers on anxiety in school children with ASD. The Scale Teacher Response (SAS-TR) questionnaire was completed by 291 special education and 118 general education teachers, providing data on students in their classes with ASD and of typical development (TD), respectively. According to the total scores on SAS-TR, 46.8% of the children with ASD presented levels of anxiety within the clinical spectrum compared with 15.3% of the children of TD. Gender and age were not associated with the anxiety scores, but in the children with ASD, higher intelligence quotient (IQ) was weakly, and better verbal skills more strongly correlated with a higher anxiety level. Teachers' awareness of anxiety symptoms in children with ASD may contribute to their social inclusion.

Τhe effectiveness of socially assistive robotics in children with autism spectrum disorder.

Aim: The current study investigates the outcomes of the interaction between four elementary school pupils with autism spectrum disorders and a robot called Daisy. Method: During structured and prepeared activities which were conducted by the social robot, as well as by a human partner. Results: Results indicate positive outcomes during the interaction with the robot. Specifically, there were more incidences of eye contact, proximity and verbal interaction during sessions with the robot than during those with the teacher. Additional behaviors such as increased attention and ability to follow instructions improved during interaction with the robot. There was also a noted reduction in fidgeting.

Organization and management of the ways in which teachers and parents with children with ASD communicate and collaborate with each other.

Objectives: This study empirically investigates critical issues relating to prevailing views and perceptions of teachers and parents with children with Autism Spectrum Disorders (ASD) towards the organization and management of approaches to their efficient collaboration and communication. Methods: A total sample of 171 teachers and 50 parents with children with ASD attending primary mainstream or special school units in Greece were randomly selected and were subsequently invited to answer a structured questionnaire. Results: The key empirical results indicate 50.9% of teachers believe teacher-parent meetings for communication and information purposes should be arranged by the schools once a month; 49.1% of teachers once a week; and, the majority of parents (98%) every month. The majority of teachers (90.6%) are seen to contain the view that meetings with children's parents are critical; 90.1% of them feel respect for their students' parents; and, 69.6% of them take parents' views on their children's performance and behavior very seriously. All parents consider it very important to get to know children's teachers; the majority (82%) feel respect for their children's teachers; 76% of them take teachers' views on their children's performance and behavior into serious consideration; 39.2% of teachers and 88.0% of parents recognize their children's special educational needs. Conclusion: The critical factors found to play a fundamental role in teachers' views include: the work unit; previous experience of ASD; and, relevant postgraduate studies.

Collaboration between teachers and parents of children with ASD on issues of education.

This study examines the views of teachers and parents on critical issues concerning their collaboration in the education of children with ASD. For the purposes of this study, a total of 171 teachers and 50 parents of children with ASD, attending mainstream or special primary school units, were randomly selected in Greece in order to respond to a structured questionnaire. The majority of teachers and parents were found to be of the opinion that communication and collaboration between teachers and parents are rendered as critical [n=165 teachers (96.5%), n=50 parents (100%)]. Postgraduate academic studies and working experience with children with ASD are seen to be the most important factors shaping the attitudes of teachers towards collaboration with parents. On the other hand, the types of working unit teachers were employed in are seen to rank in lower importance.

Social skills characteristics of students with autism spectrum disorder.

Objectives: This study examines differences in social skills among children with autism spectrum disorder (ASD). In order to investigate these differences, social skills were associated with variables like gender, age, intellectual disability, language development, and school type. Methods: For the purposes of the study a total of 63 students with ASD attending primary and secondary special education units were selected in Northern Greece. A structured questionnaire was filled in by their teachers. Results: The results showed major differences between children with ASD and intellectual disability and those without. Likewise, verbal children obtained higher scores than non-verbal. These higher scores indicate better social skills. Age, gender, and school type differentiated the scores of the groups only in a few factors of the questionnaire. Conclusion: Intellectual disability and language are variables that clearly influence the socialization of children with ASD.

Views and attitudes of teachers on the educational integration of students with autism spectrum disorders.

OBJECTIVES: To investigate the views and attitudes of Greek teachers on educational and vocational integration of students with autism spectrum disorders (ASD). METHODS: A statistically reliable sample of questionnaires distributed towards a diversified teacher population is evaluated. The mean values of teachers' responses are analyzed with respect to critical independent variables: previous relevant training; and/or experience. RESULTS: The majority of the sample had a positive view towards the educational and vocational integration of students with ASD. Nevertheless, teachers appear to be sceptical in assuming that these students can be efficiently treated in their classroom. The vast majority of teachers maintain that students with ASD can be trained in technical vocation. However, the absence of support services is highly ranked as the most serious constraint for vocational integration. CONCLUSION: Training and experience substantially influenced teachers' views and attitudes in a positive way towards the integration of students with ASD.

Teachers' perceptions regarding the management of children with autism spectrum disorders.

This study examines Greek teachers' perceptions related to the nature and management of autistic children. To investigate these issues, a statistically reliable number of questionnaires (n = 228) was distributed to a diversified teacher population. The questionnaire responses were analyzed statistically to identify the explanatory power of critical independent variables. The research findings support that teachers' specialized training and working experience are critical inputs to improve teachers' perceptions and efficient serving of autistic children. A cumulative joint effect of teachers' previous specialized education and working experience working with autistic children was also indicated. This could be supportive of teachers upgrading their active leading role in team working with specialized scientific staff, parents and institutions on autistic children.