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Collaborative Robotics Projects for Adolescents with Autism Spectrum Disorders
ARTICLE

, University of Texas at San Antonio

Journal of Special Education Technology Volume 29, Number 1, ISSN 0162-6434

Abstract

This study examines the levels of social interaction of students with high-functioning autism spectrum disorders during collaborative robotics projects. An alternating treatments design was used to observe the duration of social interaction of two middle school children with autism spectrum disorders across robotics and nonrobotics instruction as well as structured versus nonstructured activities. Results show that both participants with autism spectrum disorders engaged in higher levels of social interaction during robotics instruction when compared with nonrobotics instruction sessions. However, one participant displayed significantly higher levels of social interaction during nonstructured activities, indicating that the instructional setting may serve as a conditioned punisher for the student’s social interactions.

Citation

Timothy T. Yuen, L.L.M.a.A.G. (2014). Collaborative Robotics Projects for Adolescents with Autism Spectrum Disorders. Journal of Special Education Technology, 29(1),. Retrieved January 29, 2020 from .

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