RecruitingNot ApplicableNCT06179953

Emotional Skills Training with Social Robot

Evaluate the Effect of Social Robot Mediation on the Development of Emotional Skills

Sponsor

Istituto per la Ricerca e l'Innovazione Biomedica

Enrollment

20 participants

Start Date

Jun 5, 2023

Study Type

INTERVENTIONAL

Conditions

Autism Spectrum Disorder

Summary

Autism is a neurodevelopmental disorder that involves difficulties especially in the sphere of social interaction, social communication, and restricted and stereotyped behavior patterns. 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.

Eligibility

Min Age: 5 YearsMax Age: 10 Years

Inclusion Criteria5

Language in sentences
use of connectors
ability to narrate events not present
ADOS level: module 2
Griffiths: QS>75

Exclusion Criteria1

presence of other medical disorders

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Interventions

OTHERNAO 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.

OTHERTraditional 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.