Skip to main content
SpringerLink
Log in

Analysis of the Application of the Bee-Bot Robot for the Development of Social Reciprocity Skills in Students with Autism Spectrum Disorder

  • Published:
International Journal of Social Robotics Aims and scope Submit manuscript

Abstract

Increasingly, Information and Communication Technologies (ICT) are being used as a resource in the teaching–learning process of students with special educational needs. Specifically, the needs of children with autism spectrum disorder (ASD) seem to align perfectly with ICT, especially with Pedagogical Robotics, as it enables the creation of predictable and controllable environments. For this reason, the main aim of this research has been to apply the Bee-Bot robot to improve the social-emotional reciprocity responses of students with ASD. Therefore, a quantitative research based on a quasi-experimental methodology and a pre-test-post-test design has been developed. The sample of participants was composed by 22 children with ASD. In this sense, the experimental group was composed by 11 students who developed the activities through the mediation of the Bee-Bot robot. While the control group was composed by 11 other students who developed non-robotics mediated activities. An ad hoc instrument consisting of 44 items divided into three dimensions, related to the communication and social interaction area, was used. Each participant participated in ten individual sessions lasting fifteen minutes. The results indicate improvements in the post-test because of the use of robotics as a mediating learning tool. For example, there are improvements in items 1 and 2 related to attention with p values less than 0.05, as well as improvements in items 13, 15 and 16 related to the identification and discrimination of emotions. Furthermore, the results of the intra-group analysis show, on the one hand, significant differences on the part of the control group in item 13, related to emotion identification and discrimination skills. On the other hand, in the case of the experimental group, the number of items in which there are significant differences is greater. Specifically, participants in the experimental group show significant differences in items related to attention, basic social skills, conversational skills and emotion identification skills. In conclusion, the Bee-Bot robot, accompanied by a pedagogical programme, has potential for learning social-emotional reciprocity skills in these students.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3
Fig. 4
Fig. 5
Fig. 6
Fig. 7
Fig. 8
Fig. 9
Fig. 10
Fig. 11
Fig. 12

Similar content being viewed by others

References

  1. Lorenzo G, Lledó A, Pérez-Vázquez E, Lorenzo-Lledó A (2021) Action protocol for the use of robotics in students with Autism spectrum disoders: a systematic-review. Educ Inf Techn 26(1):16

    Google Scholar 

  2. Gómez MRD, Gómez JIA (2010) La institucionalización de la teleformación en las universidades andaluzas. RUSC 7:1

    Google Scholar 

  3. Pennisi P, Tonacci A, Tartarisco G, Billeci L, Ruta L, Gangemi S, Pioggia G (2016) Autism and social robotics: a systematic review. Autism Res 9:165–183. https://doi.org/10.1002/aur.1527

    Article  PubMed  Google Scholar 

  4. Josman N, Ben-Chaim HM, Friedrich S, Weiss PL (2008) Effectiveness of virtual reality for teaching street-crossing skills to children and adolescents with autism. Int J Disabil Hum Dev 7:49–56. https://doi.org/10.1515/IJDHD.2008.7.1.49

    Article  Google Scholar 

  5. Grossard C, Palestra G, Xavier J, Chetouani M, Grynszpan O, Cohen D (2018) ICT and autism care: state of the art. Curr Opin Psychiatry 31:474–483. https://doi.org/10.1097/YCO.0000000000000455

    Article  PubMed  Google Scholar 

  6. Comfort T, Tierney D (2007) We have the technology: using ICT to enhance primary languages. CILT

  7. Durán S (2021) Tecnologías para la enseñanza y el aprendizaje del alumnado con Trastorno del Espectro Autista: una revisión sistemática. Int J Tech Educ Inn 7:107–121

    Google Scholar 

  8. Mubin O, Stevens CJ, Shahid S, Al Mahmud A, Dong JJ (2013) A review of the applicability of robots in education. J Technol Sci Educ 1:13

    Google Scholar 

  9. Sánchez Sánchez T, Serrano Sánchez JL, Rojo Acosta F (2020) Influencia de la robótica educativa en la motivación y el trabajo cooperativo en Educación Primaria: un estudio de caso. Int J Tech Educ Inn 6:141–152

    Google Scholar 

  10. Blackley S, Howell J (2019) The next chapter in the STEM education narrative: using robotics to support programming and coding. Aust J Teach Educ 44:51–64

    Article  Google Scholar 

  11. Bargagna S, Castro E, Cecchi F, Cioni G, Dario P, Dell’Omo M, Di Lieto MC, Inguaggiato E, Martinelli A, Pecini C, Sgandurra G (2019) Educational robotics in down syndrome: a feasibility study. Technol Knowl Learn 24:315–323

    Article  Google Scholar 

  12. Pinto MSM, Osório AJ (2019) Aprender a programar en Educación Infantil: análisis con la escala de participación. Pixel-Bit 55:133–156

    Article  Google Scholar 

  13. Vitanza A, Rossetti P, Mondada F, Trianni V (2019) Robot swarms as an educational tool: The Thymio’s way. Int J Adv Rob Syst 16:1729881418825186

    Google Scholar 

  14. Pérez-Vázquez E, Lorenzo G, Lledó A (2021) Aplicación del robot Bee-Bot en las aulas de Educación Infantil y Educación Primaria: Una revisión sistemática desde el año 2016. In Convergencia entre educación y tecnología: hacia un nuevo paradigma (pp. 687–691)

  15. Janka P (2008) Using a programmable toy at preschool age: Why and how. In Teaching with robotics: didactic approaches and experiences. In Workshop of International conference on simulation, modeling and programming autonomous robots (pp. 112–121)

  16. Rogers J, Revesz A (2020) Experimental and quasi-experimental designs. Routledge

    Google Scholar 

  17. Ovalles A, Luna R, Pérez K (2018) Pedagogical model with educational robotics as didactic support in primary mathematics teaching. Educ Sup 25:11–29

    Google Scholar 

  18. García SA, Sánchez PA (2020) La escolarización del alumnado con necesidades educativas especiales en España: Un estudio longitudinal. Rev colomb educ 1:78

    Google Scholar 

  19. Ziats CA, Patterson WG, Friez M (2021) Syndromic autism revisited: review of the literature and lessons learned. Pediatr Neurol 114:21–25

    Article  PubMed  Google Scholar 

  20. Schwartz L, Beamish W, McKay L (2021) Understanding social-emotional reciprocity in autism: viewpoints shared by teachers. Aust J Teach Educ 46:24–38

    Article  Google Scholar 

  21. Lemoine L, Schneider B (2021) Autism spectrum disorder in French children’s literature: an analysis of portrayals of children with autism in the light of the DSM-5. Res Autism Spectr Disord 80:101675

    Article  Google Scholar 

  22. Crowell C, Mora-Guiard J, Pares N (2019) Structuring collaboration: multi-user full-body interaction environments for children with autism spectrum disorder. Res Autism Spectr Disord 58:96–110

    Article  Google Scholar 

  23. Ginestar M, Pastor-Cerezuela G, Tijeras-Iborra A, Fernandez-Andres MI (2019) Effectiveness of social stories in intervention in autistic spectrum disorder: a review. Papeles del Psicol 40:217–225

    Google Scholar 

  24. Cerbo SN, Rabi NM (2019) Drama activities as tool for socialization of learners with Autism. Int J Acad Res Bus Soc Sci 9:1250–1261

    Google Scholar 

  25. Robins B, Dautenhahn K, Dubowski J (2006) Does appearance matter in the interaction of children with autism with a humanoid robot? Interact Stud 7:479–512. https://doi.org/10.1075/is.7.3.16rob

    Article  Google Scholar 

  26. Costescu CA, David DO (2014) Attitudes toward using social robots in psychotherapy. Transylvanian Rev 15:1

    Google Scholar 

  27. Boccanfuso L, Scarborough S, Abramson RK, Hall AV, Wright HH, O’Kane JM (2017) A low-cost socially assistive robot and robot-assisted intervention for children with autism spectrum disorder: field trials and lessons learned. Auton Robot 41:637–655

    Article  Google Scholar 

  28. Hart M (2005) Autism/excel study. In Proceedings of the 7th International ACM SIGACCESS conference on computers and accessibility (pp. 136–141)

  29. Matsuda S, Nunez E, Hirokawa M, Yamamoto J, Suzuki K (2017) Facilitating social play for children with PDDs: effects of paired robotic devices. Front Psychol 8:1029. https://doi.org/10.3389/fpsyg.2017.01029

    Article  PubMed  PubMed Central  Google Scholar 

  30. Cabibihan JJ, Javed H, Ang M, Aljunied SM (2013) Why robots? A survey on the roles and benefits of social robots in the therapy of children with autism. Int J Soc Robot 5:593–618. https://doi.org/10.1007/s12369-013-0202-2

    Article  Google Scholar 

  31. Pioggia G, Igliozzi R, Ferro M, Ahluwalia A, Muratori F, De Rossi D (2005) An android for enhancing social skills and emotion recognition in people with autism. IEEE Trans Neural Syst Rehabil Eng 13:507–515. https://doi.org/10.1109/TNSRE.2005.856076

    Article  PubMed  Google Scholar 

  32. Duquette A, Michaud F, Mercier H (2008) Exploring the use of a mobile robot as an imitation agent with children with low-functioning autism. Auton Robot 24:147–157

    Article  Google Scholar 

  33. Stanton CM, Kahn PH, Severson RL, Ruckert JH, Gill BT (2008) Robotic animals might aid in the social development of children with autism. In 2008 3rd ACM/IEEE international conference on human-robot interaction (HRI) (pp. 271–278). https://doi.org/10.1145/1349822.1349858

  34. Costescu CA, Vanderborght B, David DO (2015) Reversal learning task in children with autism spectrum disorder: a robot-based approach. J Autism Dev Disord 45:3715–3725

    Article  PubMed  Google Scholar 

  35. Kim ES, Berkovits LD, Bernier EP, Leyzberg D, Shic F, Paul R, Scassellati B (2013) Social robots as embedded reinforces of social behavior in children with autism. J Autism Dev Disord 43:1038–1049. https://doi.org/10.1007/s10803-012-1645-2

    Article  PubMed  Google Scholar 

  36. Wong HYA, Zhong ZW (2016) Assessment of robot training for social cognitive learning. In 2016 16th international conference on control, automation and systems (ICCAS) (pp. 893–898). IEEE. https://doi.org/10.1109/ICCAS.2016.7832420

  37. Simut RE, Vanderfaeillie J, Peca A, Van de Perre G, Vanderborght B (2016) Children with autism spectrum disorders make a fruit salad with Probo, the social robot: an interaction study. J Autism Dev Disord 46:113–126

    Article  PubMed  Google Scholar 

  38. Bharatharaj J, Huang L, Mohan RE, Al-Jumaily A, Krägeloh C (2017) Robot-assisted therapy for learning and social interaction of children with autism spectrum disorder. Robot 6:4. https://doi.org/10.3390/robotics6010004

    Article  Google Scholar 

  39. Goodrich MA, Colton M, Brinton B, Fujiki M, Alan Atherton J, Robinson L, Acerson A (2012) Incorporating a robot into an autism therapy team. IEEE Intell Syst 27:52. https://doi.org/10.1109/MIS.2012.40

    Article  Google Scholar 

  40. Huijnen CA, Lexis MA, Jansens R, de Witte LP (2017) How to implement robots in interventions for children with autism? A co-creation study involving people with autism, parents and professionals. J Autism Dev Disord 47:3079–3096. https://doi.org/10.1007/s10803-017-3235-9

    Article  PubMed  PubMed Central  Google Scholar 

  41. Zhang Y, Song W, Tan Z, Zhu H, Wang Y, Lam CM, Weng Y, Hoi SP, Lu H, Chan BSM, Chen J, Yi L (2019) Could social robots facilitate children with autism spectrum disorders in learning distrust and deception? Comput Hum Behav 98:140–149. https://doi.org/10.1016/j.chb.2019.04.008

    Article  Google Scholar 

  42. Feil-Seifer D, Mataric MJ (2005) Defining socially assistive robotics. In 9th international conference on rehabilitation robotics, 2005. ICORR 2005 (pp. 465–468). IEEE

  43. Pinel V, Rendon LA, Adrover-Roig D (2018) Los robots sociales como promotores de la comunicación en los Trastornos del Espectro Autista (TEA). Let Hoje 53:39–47. https://doi.org/10.15448/1984-7726.2018.1.28920

  44. Shamsuddin S, Yussof H, Hanapiah FA, Mohamed S, Jamil NFF, Yunus FW (2015) Robot-assisted learning for communication-care in autism intervention. In 2015 IEEE international conference on rehabilitation robotics (ICORR) (pp. 822–827). IEEE. https://doi.org/10.1109/ICORR.2015.7281304

  45. McDougal E, Riby DM, Hanley M (2020) Teacher insights into the barriers and facilitators of learning in autism. Res Autism Spect Disorders 79:101674

    Article  Google Scholar 

  46. Koenig KP, Bleiweiss J, Brennan S, Cohen S, Siegel DE (2009) The ASD nest program: a model for inclusive public education for students with autism spectrum disorders. Teach Except Child 42(1):6–13

    Article  Google Scholar 

  47. Kozima H, Michalowski MP, Nakagawa C (2009) A playful robot for research therapy and entertainment. Int J Soc Robot 1:3–18. https://doi.org/10.1007/s12369-008-0009-8

    Article  Google Scholar 

  48. Dahnial I (2021) The effect of online learning based on socio scientific issues (SSi) on improving learning independence and critical thinking students faculty of education and education science Universitas Muhammadiyah Sumatera Utara in The Pandemic Covid-19. EduTech 7:145–152

    Google Scholar 

  49. American Psychiatric Association (2013) Diagnostic and statistical manual of mental disorders, 5th edn. American Psychiatric Association, Washington, DC

    Book  Google Scholar 

  50. Oakland T, Harrison P (2013) ABAS-II. Sistema de Evaluación de la Conducta Adaptativa. Madrid: Tea Ediciones. Recuperado de https://goo.gl/RG5SSF

  51. Hernández-Sampieri R, Fernández-Collado C, Baptista-Lucio P (2017) Definición conceptual o constitutiva. McGraw-Hill, México

    Google Scholar 

  52. Øzerk K, Özerk G, Silveira-Zaldivar T (2021) Developing social skills and social competence in children with Autism. Int Electron J Elem 13:341–363

    Google Scholar 

  53. León F (2019) Autism, social connectedness, and minimal social acts. Adapt Behav 27:75–89

    Article  Google Scholar 

  54. Dawson G, Rogers S, Munson J, Smith M, Winter J, Greenson J, Donaldson A, Varley J (2010) Randomized, controlled trial of an intervention for toddlers with autism: the early start Denver model. Pediatrics 125:e17–e23

    Article  PubMed  Google Scholar 

  55. Almenara JC, Cejudo MDCL (2013) La aplicación del juicio de experto como técnica de evaluación de las tecnologías de la información y comunicación (TIC). Rev de Eduw 7:11–22

    Google Scholar 

  56. Aiken LR (1985) Three coefficients for analyzing the reliability and validity of ratings. Educ Psychol Meas 45:131–142

    Article  Google Scholar 

  57. Retnawati H (2016) Proving content validity of self-regulated learning scale (The comparison of Aiken index and expanded Gregory index). REiD 2:155–164

    Article  Google Scholar 

  58. Pastor BFR (2018) Índice de validez de contenido: Coeficiente V de Aiken. Pueblo cont 29:193–197

    Google Scholar 

  59. Merino C, Livia J (2009) Confidence intervals for the content validity: a visual basic computer program for the Aiken’s V. An de Psicol 25:159–161

    Google Scholar 

  60. Penfield RD, JrPR G (2004) Applying a score confidence interval to Aiken’s item content-relevance index. Meas Phys Educ Exerc Sci 8:213–225

    Article  Google Scholar 

  61. Ahmed I, Ishtiaq S (2021) Reliability and validity: importance in medical research. JPMA 71:2401–4016

    Google Scholar 

  62. George D, Mallery P (2003) SPSS for Windows Step by Step: A Simple Guide and Reference. 11.0 Update. Boston: Allyn and Bacon

  63. Chatterjee D, Corral J (2017) How to write well-defined learning objectives. JEPM 19(4)

  64. Sewagegn AA (2020) Learning objective and assessment linkage: its contribution to meaningful student learning. Univ J Educ Res 8:5044–5052

    Google Scholar 

  65. Mantecón JMD, Blanco MTF, Laso ZO, Lavicza Z (2021) Proyectos STEAM con formato KIKS para el desarrollo de competencias clave. Comunicar 33–43

  66. European Commission (2007) Competencias clave para el aprendizaje permanente. Un marco de referencia europeo. Luxemburgo: Oficina de Publicaciones Oficiales de las Comunidades Europeas. https://www.educacionyfp.gob.es/dctm/ministerio/educacion/mecu/movilidad-europa/competenciasclave.pdf?documentId=0901e72b80685fb1

  67. Tiasari LA, Efendi M, Samawi A (2021) Effects of TEACCH model towards the eating skills on student with Autism. J Penel Peng Pend Luar Biasa 7

  68. Mesibov GB, Shea V (2010) The TEACCH program in the era of evidence-based practice. Rev J Autism Dev Disord 3:570–579

    Article  Google Scholar 

  69. Pratiwi MA, Sudirman S, Adnyani LS (2018) A study of the reinforcement used by english teacher in 6a Class at SD Lab Undiksha Singaraja. Lang Lit (Harlow) 2(3):117–124. https://doi.org/10.23887/ijll.v2i3.16317

    Article  Google Scholar 

  70. Virués-Ortega J (2010) Applied behavior analytic intervention for autism in early childhood: meta-analysis, meta-regression and dose-response meta-analysis of multiple outcomes. Clin Psychol Rev 30:387–399. https://doi.org/10.1016/j.cpr.2010.01.008

    Article  PubMed  Google Scholar 

  71. Jabeen S, Kalsoom T, Nader M, Moazzam M (2021) Effect of positive reinforcement on social skills of students with autism spectrum disorder at primary level. LINGUISTICA ANTVERPIENSI: 2430–2441

  72. Soares L, Ferrari V, Mastrogiuseppe M, Span S, Landoni M (2022) ACCESS+: Designing a museum application for people with intellectual disabilities. In International conference on computers helping people with special needs (pp. 425–431). Springer, Cham

  73. Matos Y, Pasek E (2008) La observación, discusión y demostración: técnicas de investigación en el aula. Laurus 14:33–52

    Google Scholar 

  74. Fuertes MT (2011) La observación de las prácticas educativas como elemento de evaluación y de mejora de la calidad en la formación inicial y continua del profesorado. REDU 9:237–258

    Article  Google Scholar 

  75. Hurtado JCT (1994) La observación en el ámbito educativo: proceso, plan de investigación y control de sesgos. REP 59–73

  76. Lespinasse K, Matsui E, Nozaka E (2021) The pedagogical uses of Kamishibai, the Paper Theatre, in Asia. In Storytelling Pedagogy in Australia & Asia (pp. 75–102). Palgrave Macmillan, Singapore

  77. Berlanga V, Rubio Hurtado MJ (2012) Clasificación de pruebas no paramétricas. Cómo aplicarlas en SPSS REIRE 2:101–113

    Google Scholar 

  78. Berger VW, Zhou Y (2014) Kolmogorov–smirnov test: overview. Wiley statsref: Statistics reference online

  79. Shapiro SS, Wilk MB (1965) An analysis of variance test for normality (complete samples). Biometrika 52:591–611

    Article  MathSciNet  Google Scholar 

  80. Razali NM, Wah YB (2011) Power comparisons of shapiro-wilk, kolmogorov-smirnov, lilliefors and anderson-darling tests. Stat Modelling 2:21–33

    Google Scholar 

  81. Lind DA, Marchal WG, Wathen SA, Obón León MDP, León Cárdenas J (2012) Estadística aplicada a los negocios y la economía. México: McGraw-Hill/Interamericana Editores

  82. Bird J (2019) Wilcoxon signed-rank test. In Mathematics pocket book for engineers and scientists (pp. 537–540). Routledge

  83. Hamuddin B, Julita K, Rahman F, Derin T (2020) Artificial intelligence in EFL context: rising students’ speaking performance with Lyra virtual assistance. Int J Adv Sci Technol 29:6735–6741

    Google Scholar 

  84. Sidiq Y, Ishartono N, Desstya A, Prayitno HJ, Anif S, Hidayat ML (2021) Improving elementary school students’ critical thinking skill in science through hots-based science questions: a quasi-experimental study. J Pendidik IPA Indones 10:378–386

    Google Scholar 

  85. Lorenzo G, Lledó A, Gilabert-Cerdá A, Lorenzo-Lledó A (2022) The use of augmented reality to improve the development of activities of daily living in students with ASD. Educ Inf Technol 27:4865–4885

    Article  Google Scholar 

  86. Lorenzo G, Gómez-Puerta M, Arráez-Vera G, Lorenzo-Lledó A (2019) Preliminary study of augmented reality as an instrument for improvement of social skills in children with autism spectrum disorder. Educ Inf Technol 24:181–204

    Article  Google Scholar 

  87. Cao HL, Simut RE, Desmet N, De Beir A, Van De Perre G, Vanderborght B, Vanderfaeillie J (2020) Robot-assisted joint attention: a comparative study between children with autism spectrum disorder and typically developing children in interaction with NAO. IEEE Access 8:223325–223334

    Article  Google Scholar 

  88. Carlson K, Wong AHY, Dung TA, Wong ACY, Tan YK, Wykowska A (2018) Training autistic children on joint attention skills with a robot. In: International conference on social robotics (pp. 86–92). Springer, Cham

  89. Liss M, Saulnier C, Fein D, Kinsbourne M (2006) Sensory and attention abnormalities in autistic spectrum disorders. Autism 10:155–172

    Article  PubMed  Google Scholar 

  90. Hamada NJ, Ahmedb YB (2020) The effectiveness of the (TEACCH) program in developing the visual perception skills of autistic child. Inter J Innov Creat Change, 14(10)

  91. Srinivasan S, Bhat A (2013) The effect of robot-child interactions on social attention and verbalization patterns of typically developing children and children with autism between 4 and 8 years. Autism 3:1–7

    Google Scholar 

  92. Cano S, González CS, Gil-Iranzo RM, Albiol-Pérez S (2021) Affective communication for socially assistive robots (SARs) for children with autism spectrum disorder: a systematic review. J Sens 21:5166

    Article  ADS  CAS  Google Scholar 

  93. Syriopoulou-Delli CK, Gkiolnta E (2020) Review of assistive technology in the training of children with autism spectrum disorders. Int J Dev Disabil 1–13

  94. Tapus A, Peca A, Aly A, Pop C, Jisa L, Pintea S, Rusu AS, David DO (2012) Children with autism social engagement in interaction with Nao, an imitative robot: a series of single case experiments. Interact Stud 13:315–347

    Article  Google Scholar 

  95. Supariani NKLA, Padmadewi NN, Agustini DAE (2021) THE Identification of reinforcement used by english teacher for students with autism spectrum disorder (ASD). J Lang Lit 5(3):151–157

    Google Scholar 

  96. Chung EYH (2019) Robotic intervention program for enhancement of social engagement among children with autism spectrum disorder. J Dev Phys Disabil 31:419–434

    Article  Google Scholar 

  97. Pop CA, Simut RE, Pintea S, Saldien J, Rusu AS, Vanderfaeillie J, David DO, Lefeber D, Vanderborght B (2013) Social robots vs. computer display: Does the way social stories are delivered make a difference for their effectiveness on ASD children? J Educ Comput Res 49:381–401

    Article  Google Scholar 

  98. Carter AS, Black DO, Tewani S, Connolly CE, Kadlec MB, Tager-Flusberg H (2007) Sex differences in toddlers with autism spectrum disorders. J Autism Dev Disord 37(1):86–97

    Article  PubMed  Google Scholar 

  99. Lai MC, Lombardo MV, Pasco G, Ruigrok AN, Wheelwright SJ, Sadek SA, Chakrabarti B, MRC Aims Consortium, Baron-Cohen S. (2015) A behavioral comparison of male and female adults with high functioning autism spectrum conditions. PLoS ONE 10(9): e0136521

  100. Owens G, Granader Y, Humphrey A, Baron-Cohen S (2008) LEGO® therapy and the social use of language programme: An evaluation of two social skills interventions for children with high functioning autism and Asperger syndrome. J Autism Dev Disord 38:1944–1957

    Article  PubMed  Google Scholar 

  101. March-Miguez I, Montagut-Asunción M, Pastor-Cerezuela G, Fernández-Andrés MI (2018) Intervención en habilidades sociales de los niños con trastorno de espectro autista: una revisión bibliográfica. Papeles del Psicol 39:140–149

    Google Scholar 

  102. Strofylla G, Charitou S, Asonitou K, Koutsouki D (2021) Profile of social skills in students with autism spectrum disorder. Adv Phys Educ 11(2):195–206

    Article  Google Scholar 

  103. Uljarevic M, Hamilton A (2013) Recognition of emotions in autism: a formal meta-analysis. J Autism Dev Disord 43:1517–1526

    Article  PubMed  Google Scholar 

  104. Hayward DW, Gale CM, Eikeseth S (2009) Intensive behavioural intervention for young children with autism: a research-based service model. Res Autism Spect Disord 3(3):571–580

    Article  Google Scholar 

  105. Pop CA, Simut R, Pintea S, Saldien J, Rusu A, David D, Vanderfaeillie J, Lefeber D, Vanderborght B (2013) Can the social robot Probo help children with autism to identify situation-based emotions? A series of single case experiments. Int J Humanoid Robot 10:1350025

    Article  Google Scholar 

  106. Grandin T (2010) How does visual thinking work in the mind of a person with autism? A personal account. Autism and talent: 141–149

  107. Schina D, Esteve-Gonzalez V, Usart M (2020) Teachers’ perceptions of bee-bot robotic toy and their ability to integrate it in their teaching. In International conference on robotics in education (RiE) (pp. 121–132). Springer, Cham

  108. Wang H, Hsiao PY, Min BC (2016) Examine the potential of robots to teach autistic children emotional concepts: a preliminary study. In International conference on social robotics (pp. 571–580). Springer, Cham

Download references

Acknowledgements

The authors would like to thank the schools involved in the research, as well as the families and the pupils themselves for their trust and good cooperation throughout the process.

Author information

Authors and Affiliations

  1. Department of Developmental Psychology and Didactics, University of Alicante, Alicante, Spain

    Elena Pérez-Vázquez, Gonzalo Lorenzo, Alejandro Lorenzo-Lledó & Asunción Lledó

Authors
  1. Elena Pérez-Vázquez
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Gonzalo Lorenzo
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Alejandro Lorenzo-Lledó
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Asunción Lledó
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Gonzalo Lorenzo.

Ethics declarations

Conflict of interest

All authors certify that they have no affiliations with or involvement in any organization or entity with any financial interest or non-financial interest in the subject matter or materials discussed in this manuscript.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Pérez-Vázquez, E., Lorenzo, G., Lorenzo-Lledó, A. et al. Analysis of the Application of the Bee-Bot Robot for the Development of Social Reciprocity Skills in Students with Autism Spectrum Disorder. Int J of Soc Robotics (2024). https://doi.org/10.1007/s12369-024-01099-0

Download citation

  • Accepted:

  • Published:

  • DOI: https://doi.org/10.1007/s12369-024-01099-0

Keywords

Search

Navigation