scholarly journals The Relationship Between Visual Perspective Taking and Imitation Impairments in Children with Autism

10.5772/19717 ◽  
2011 ◽  
Author(s):  
Yue Yu ◽  
Yanjie Su ◽  
Raymond Ch
Keyword(s):  
Perspective Taking ◽  
Children With Autism ◽  
Visual Perspective ◽  
Visual Perspective Taking ◽  
The Relationship

Exploring Visual Perspective Taking and body awareness in children with Autism Spectrum Disorder

2018 ◽  
Vol 23 (4) ◽  
pp. 254-265 ◽  
Author(s):  
Luigi Russo ◽  
Francesco Craig ◽  
Marta Ruggiero ◽  
Claudio Mancuso ◽  
Rita Galluzzi ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Perspective Taking ◽  
Children With Autism ◽  
Body Awareness ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Visual Perspective ◽  
Visual Perspective Taking

scholarly journals Developing a protocol and experimental setup for using a humanoid robot to assist children with autism to develop visual perspective taking skills

2019 ◽  
Vol 10 (1) ◽  
pp. 167-179 ◽  
Author(s):  
Luke Jai Wood ◽  
Ben Robins ◽  
Gabriella Lakatos ◽  
Dag Sverre Syrdal ◽  
Abolfazl Zaraki ◽  
...  
Keyword(s):  
Perspective Taking ◽  
Humanoid Robot ◽  
Children With Autism ◽  
Fundamental Aspect ◽  
Visual Perspective ◽  
Inclusion Criteria ◽  
Future Studies ◽  
Visual Perspective Taking ◽  
The World

AbstractVisual Perspective Taking (VPT) is the ability to see the world from another person’s perspective, taking into account what they see and how they see it, drawing upon both spatial and social information. Children with autism often find it difficult to understand that other people might have perspectives, viewpoints, beliefs and knowledge that are different from their own, which is a fundamental aspect of VPT. In this research we aimed to develop a methodology to assist children with autism develop their VPT skills using a humanoid robot and present results from our first long-term pilot study. The games we devised were implemented with the Kaspar robot and, to our knowledge, this is the first attempt to improve the VPT skills of children with autism through playing and interacting with a humanoid robot.We describe in detail the standard pre- and post-assessments that we performed with the children in order to measure their progress and also the inclusion criteria derived fromthe results for future studies in this field. Our findings suggest that some children may benefit from this approach of learning about VPT, which shows that this approach merits further investigation.

scholarly journals Utilising humanoid robots to assist children with autism learn about Visual Perspective Taking

2018 ◽  
Author(s):  
Luke Jai Wood ◽  
◽  
Ben Robins ◽  
Gabriella Lakatos ◽  
Dag Sverre Syrdal ◽  
...  
Keyword(s):  
Perspective Taking ◽  
Children With Autism ◽  
Humanoid Robots ◽  
Visual Perspective ◽  
Visual Perspective Taking

scholarly journals Robot-mediated intervention can assist children with autism to develop visual perspective taking skills

2020 ◽  
Vol 12 (1) ◽  
pp. 87-101
Author(s):  
Gabriella Lakatos ◽  
Luke Jai Wood ◽  
Dag Sverre Syrdal ◽  
Ben Robins ◽  
Abolfazl Zaraki ◽  
...  
Keyword(s):  
Perspective Taking ◽  
Humanoid Robot ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Fundamental Aspect ◽  
Visual Perspective ◽  
Children With Asd ◽  
Visual Perspective Taking ◽  
Perspective Drawing ◽  
The World

AbstractIn this work, we tested a recently developed novel methodology to assist children with Autism Spectrum Disorder (ASD) improve their Visual Perspective Taking (VPT) and Theory of Mind (ToM) skills using the humanoid robot Kaspar. VPT is the ability to see the world from another person’s perspective, drawing upon both social and spatial information. Children with ASD often find it difficult to understand that others might have perspectives, viewpoints and beliefs that are different from their own, which is a fundamental aspect of both VPT and ToM. The games we designed were implemented as the first attempt to study if these skills can be improved in children with ASD through interacting with a humanoid robot in a series of trials. The games involved a number of different actions with the common goal of helping the children to see the world from the robot’s perspective. Children with ASD were recruited to the study according to specific inclusion criteria that were determined in a previous pilot study. In order to measure the potential impact of the games on the children, three pre- and post-tests (Smarties, Sally–Anne and Charlie tests) were conducted with the children. Our findings suggest that children with ASD can indeed benefit from this approach of robot-assisted therapy.

Sign in / Sign up

Export Citation Format

Share Document