Institutional Research Information Service
UCL Logo
Please report any queries concerning the funding data grouped in the sections named "Externally Awarded" or "Internally Disbursed" (shown on the profile page) to your Research Finance Administrator. Your can find your Research Finance Administrator at https://www.ucl.ac.uk/finance/research/rs-contacts.php by entering your department
Please report any queries concerning the student data shown on the profile page to:

Email: portico-services@ucl.ac.uk

Help Desk: http://www.ucl.ac.uk/ras/portico/helpdesk
Publication Detail
Impacts of using a social robot to teach music to children with low-functioning autism
  • Publication Type:
    Journal article
  • Authors:
    Taheri A, Shariati A, Heidari R, Shahab M, Alemi M, Meghdari A
  • Publisher:
    Walter de Gruyter GmbH
  • Publication date:
  • Pagination:
    256, 275
  • Journal:
    Paladyn, Journal of Behavioral Robotics
  • Volume:
  • Issue:
  • Status:
  • Language:
  • Keywords:
    social robot, autism spectrum disorder, imitation, joint attention, music education, cognitive skills, low-functioning autism
  • Notes:
    © 2021 Alireza Taheri et al., published by De Gruyter. This work is licensed under the Creative Commons Attribution 4.0 International License (https://creativecommons.org/licenses/by/4.0/).
This article endeavors to present the impact of conducting robot-assisted music-based intervention sessions for children with low-functioning (LF) autism. To this end, a drum/xylophone playing robot is used to teach basic concepts of how to play the instruments to four participants with LF autism during nine educational sessions. The main findings of this study are compared to similar studies conducted with children with high-functioning autism. Our main findings indicated that the stereotyped behaviors of all the subjects decreased during the course of the program with an approximate large Cohen’s d effect size. Moreover, the children showed some improvement in imitation, joint attention, and social skills from the Pre-Test to Post-Test. In addition, regarding music education, we indicated that while the children could not pass a test on the music notes or reading music phrases items because of their cognitive deficits, they showed acceptable improvements (with a large Cohen’s d effect size) in the Stambak Rhythm Reproduction Test, which means that some rhythm learning occurred for the LF participants. In addition, we indicated that parenting stress levels decreased during the program. This study presents some potential possibilities of performing robot-assisted interventions for children with LF autism.
Publication data is maintained in RPS. Visit https://rps.ucl.ac.uk
 More search options
UCL Researchers
Dept of Mechanical Engineering
University College London - Gower Street - London - WC1E 6BT Tel:+44 (0)20 7679 2000

© UCL 1999–2011

Search by