Study Results
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Basic Information
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RECRUITING
NA
20 participants
INTERVENTIONAL
2023-06-05
2025-04-24
Brief Summary
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In particular, emotional regulation is a central developmental skill. In fact, the emotional dysregulation observed in children with autism results in increased social and behavioral difficulties over time.
Therefore, the present protocol aims to test the role of a human-assisted social robot as a mediator of social-emotional understanding intervention for children with autism spectrum disorders (ASD).
The children, will be divided into two groups, an experimental one in which training will be conducted through the use of social robot and control group which will be conducted through traditional therapy.
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Detailed Description
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Conditions
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Study Design
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RANDOMIZED
PARALLEL
TREATMENT
SINGLE
Study Groups
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Experimental group with social robot
The emotional skills protocol aims to achieve the following objectives:
* Acquisition of appropriate emotional skills and understanding of emotions;
* Construction of functional thoughts related to emotions;
* Enhancement of interpersonal and social skills. It is aimed at a sample of children diagnosed with high-functioning autism spectrum disorder (ASD) between the ages of 5 and 10. The experimental group will carry out training through the use of social robots. The robot provides instructions and if the child requests it, it gives prompts.
NAO intervention
The protocol is divided into 4 stages:
1. EMOTION RECOGNITION - "Mime Game": activity aimed at acquiring the ability to label basic emotions.
2. EMOTION/SITUATION ASSOCIATION - "How do I feel when...?" game: presentation of social situations to acquire the ability to attribute the emotion associated with the situation presented.
3. DIFFERENTIATION BETWEEN EMOTIONS AND THOUGHTS - "Think-Feel Game": activity aimed at differentiating thoughts from emotions and acquiring the skill of linking a thought to an emotion.
4. LEARNING A REPERTOIRE OF USEFUL THOUGHTS: acquisition of useful thoughts related to certain emotional situations. The robot provides instructions and if the child requests it, it elects prompts.
Control group without social robot
The emotional skills protocol aims to achieve the following objectives:
* Acquisition of appropriate emotional skills and understanding of emotions; Construction of functional thoughts related to emotions;
* Enhancement of interpersonal and social skills. It is aimed at a sample of children diagnosed with high-functioning autism spectrum disorder (ASD) between the ages of 5 and 10. Control group which will be conducted through traditional therapy. The therapist provides instructions, and if the child has difficulty responding, he gives prompts.
Traditional intervention
The protocol is divided into 4 stages:
1. EMOTION RECOGNITION - "Mime Game": activity aimed at acquiring the ability to label basic emotions.
2. EMOTION/SITUATION ASSOCIATION - "How do I feel when...?" game: presentation of social situations to acquire the ability to attribute the emotion associated with the situation presented.
3. DIFFERENTIATION BETWEEN EMOTIONS AND THOUGHTS - "Think-Feel Game": activity aimed at differentiating thoughts from emotions and acquiring the skill of linking a thought to an emotion.
4. LEARNING A REPERTOIRE OF USEFUL THOUGHTS: acquisition of useful thoughts related to certain emotional situations. The therapist provides instructions, and if the child has difficulty responding, he or she may ask the operator for prompts.
Interventions
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NAO intervention
The protocol is divided into 4 stages:
1. EMOTION RECOGNITION - "Mime Game": activity aimed at acquiring the ability to label basic emotions.
2. EMOTION/SITUATION ASSOCIATION - "How do I feel when...?" game: presentation of social situations to acquire the ability to attribute the emotion associated with the situation presented.
3. DIFFERENTIATION BETWEEN EMOTIONS AND THOUGHTS - "Think-Feel Game": activity aimed at differentiating thoughts from emotions and acquiring the skill of linking a thought to an emotion.
4. LEARNING A REPERTOIRE OF USEFUL THOUGHTS: acquisition of useful thoughts related to certain emotional situations. The robot provides instructions and if the child requests it, it elects prompts.
Traditional intervention
The protocol is divided into 4 stages:
1. EMOTION RECOGNITION - "Mime Game": activity aimed at acquiring the ability to label basic emotions.
2. EMOTION/SITUATION ASSOCIATION - "How do I feel when...?" game: presentation of social situations to acquire the ability to attribute the emotion associated with the situation presented.
3. DIFFERENTIATION BETWEEN EMOTIONS AND THOUGHTS - "Think-Feel Game": activity aimed at differentiating thoughts from emotions and acquiring the skill of linking a thought to an emotion.
4. LEARNING A REPERTOIRE OF USEFUL THOUGHTS: acquisition of useful thoughts related to certain emotional situations. The therapist provides instructions, and if the child has difficulty responding, he or she may ask the operator for prompts.
Eligibility Criteria
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Inclusion Criteria
* use of connectors
* ability to narrate events not present
* ADOS level: module 2
* Griffiths: QS\>75
Exclusion Criteria
5 Years
10 Years
ALL
Yes
Sponsors
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Messina, Italy
OTHER
Istituto per la Ricerca e l'Innovazione Biomedica
OTHER
Responsible Party
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Flavia Marino
Head of Unit
Principal Investigators
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Flavia Marino
Role: PRINCIPAL_INVESTIGATOR
Istituto per la Ricerca e l'Innovazione Biomedica
Locations
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Institute for Biomedical Research and Innovation (IRIB) - National Research Council (CNR)
Messina, Italy, Italy
Countries
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Central Contacts
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Facility Contacts
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Flavia Marino
Role: backup
Germana Doria
Role: backup
Chiara Failla
Role: backup
Noemi Vetrano
Role: backup
Ileana Scarcella
Role: backup
Roberta Minutoli
Role: backup
Paola Chilà
Role: backup
Giovanni Pioggia
Role: backup
Alfio Puglisi
Role: backup
References
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American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.) https://doi.org/10.1176/appi.books.9780890425596.
Berkovits, L., Eisenhower, A. e Blacher, J. (2017). Regolazione delle emozioni nei bambini piccoli con disturbi dello spettro autistico. Giornale di autismo e disturbi dello sviluppo, 47(1), 68-79.
Other Identifiers
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CNR-IRIB-PRO-2023-010
Identifier Type: -
Identifier Source: org_study_id
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