Graded cueing feedback in robot-mediated imitation practice for children with autism spectrum disorders

Abstract

We performed a study that examined the effects of a humanoid robot giving the minimum required feedback - graded cueing - during a one-on-one imitation game played children with autism spectrum disorders (ASD). 12 high-functioning participants with ASD, ages 7 to 10, each played “Copy-Cat” with a Nao robot 5 times over the span of 2.5 weeks. While the graded cueing model was not exercised in its fullest, using graded cueing-style feedback resulted in a nondecreasing trend in imitative accuracy when compared to a non-adaptive condition, where participants always received the same, most descriptive feedback whenever they made a mistake. These trends show promise for future work with robots encouraging autonomy in special needs populations.