Support by Participatory Sense-Making in Robot Therapy for Children with Autism

Research output: Contribution to conferencePaperAcademic

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Abstract

People with Autism Spectrum Condition have issues navigating social situations. Typically, in therapy, robots teach people with ASC desirable social interaction according to traditional models which focus on the cognitive, rather than emotions or intuitions. Participatory sense- making could provide new insights in the theory of this area. To establish participatory sense- making, joint attention needs to be reached. We analyzed footage of a robot expressing emotions of therapy sessions in Serbia, during which a child with ASC has to guess the emotion. We used conversation analysis from the perspective of participatory sense-making with a focus on body language. Not speaking the language allowed us to focus on the body language without distraction. During the analysis 3 types of situations occurred: participatory sense-making, missed opportunity and non-compliance. The results showed that more elements of coordination lead to better participatory sense- making was established. We argue that a robot could provide support for a therapist when establishing participatory sense-making.
Original languageEnglish
Publication statusPublished - 2017
EventStudent Interaction Design Research Conference, SIDeR 2017 - Delft University of Technology, Delft, Netherlands
Duration: 1 Apr 20172 Apr 2017
Conference number: 2017
http://id.tudelft.nl/sider/2017/

Conference

ConferenceStudent Interaction Design Research Conference, SIDeR 2017
Abbreviated titleSIDeR
CountryNetherlands
CityDelft
Period1/04/172/04/17
Internet address

Fingerprint

Autistic Disorder
Kinesics
Emotions
Serbia
Intuition
Interpersonal Relations
Language
Therapeutics

Keywords

  • Human robot interaction
  • Autism
  • Conversation analysis
  • Robot design
  • Interaction design

Cite this

Weda, J. J., Schadenberg, B. R., & van Dijk, J. (2017). Support by Participatory Sense-Making in Robot Therapy for Children with Autism. Paper presented at Student Interaction Design Research Conference, SIDeR 2017, Delft, Netherlands.
Weda, J.J. ; Schadenberg, Bob Rinse ; van Dijk, Jelle . / Support by Participatory Sense-Making in Robot Therapy for Children with Autism. Paper presented at Student Interaction Design Research Conference, SIDeR 2017, Delft, Netherlands.
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abstract = "People with Autism Spectrum Condition have issues navigating social situations. Typically, in therapy, robots teach people with ASC desirable social interaction according to traditional models which focus on the cognitive, rather than emotions or intuitions. Participatory sense- making could provide new insights in the theory of this area. To establish participatory sense- making, joint attention needs to be reached. We analyzed footage of a robot expressing emotions of therapy sessions in Serbia, during which a child with ASC has to guess the emotion. We used conversation analysis from the perspective of participatory sense-making with a focus on body language. Not speaking the language allowed us to focus on the body language without distraction. During the analysis 3 types of situations occurred: participatory sense-making, missed opportunity and non-compliance. The results showed that more elements of coordination lead to better participatory sense- making was established. We argue that a robot could provide support for a therapist when establishing participatory sense-making.",
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Weda, JJ, Schadenberg, BR & van Dijk, J 2017, 'Support by Participatory Sense-Making in Robot Therapy for Children with Autism' Paper presented at Student Interaction Design Research Conference, SIDeR 2017, Delft, Netherlands, 1/04/17 - 2/04/17, .

Support by Participatory Sense-Making in Robot Therapy for Children with Autism. / Weda, J.J.; Schadenberg, Bob Rinse; van Dijk, Jelle .

2017. Paper presented at Student Interaction Design Research Conference, SIDeR 2017, Delft, Netherlands.

Research output: Contribution to conferencePaperAcademic

TY - CONF

T1 - Support by Participatory Sense-Making in Robot Therapy for Children with Autism

AU - Weda, J.J.

AU - Schadenberg, Bob Rinse

AU - van Dijk, Jelle

PY - 2017

Y1 - 2017

N2 - People with Autism Spectrum Condition have issues navigating social situations. Typically, in therapy, robots teach people with ASC desirable social interaction according to traditional models which focus on the cognitive, rather than emotions or intuitions. Participatory sense- making could provide new insights in the theory of this area. To establish participatory sense- making, joint attention needs to be reached. We analyzed footage of a robot expressing emotions of therapy sessions in Serbia, during which a child with ASC has to guess the emotion. We used conversation analysis from the perspective of participatory sense-making with a focus on body language. Not speaking the language allowed us to focus on the body language without distraction. During the analysis 3 types of situations occurred: participatory sense-making, missed opportunity and non-compliance. The results showed that more elements of coordination lead to better participatory sense- making was established. We argue that a robot could provide support for a therapist when establishing participatory sense-making.

AB - People with Autism Spectrum Condition have issues navigating social situations. Typically, in therapy, robots teach people with ASC desirable social interaction according to traditional models which focus on the cognitive, rather than emotions or intuitions. Participatory sense- making could provide new insights in the theory of this area. To establish participatory sense- making, joint attention needs to be reached. We analyzed footage of a robot expressing emotions of therapy sessions in Serbia, during which a child with ASC has to guess the emotion. We used conversation analysis from the perspective of participatory sense-making with a focus on body language. Not speaking the language allowed us to focus on the body language without distraction. During the analysis 3 types of situations occurred: participatory sense-making, missed opportunity and non-compliance. The results showed that more elements of coordination lead to better participatory sense- making was established. We argue that a robot could provide support for a therapist when establishing participatory sense-making.

KW - Human robot interaction

KW - Autism

KW - Conversation analysis

KW - Robot design

KW - Interaction design

M3 - Paper

ER -

Weda JJ, Schadenberg BR, van Dijk J. Support by Participatory Sense-Making in Robot Therapy for Children with Autism. 2017. Paper presented at Student Interaction Design Research Conference, SIDeR 2017, Delft, Netherlands.