Research findings suggest that robots can enhance interventions targeted at children with autism spectrum disorder. A pilot study was conducted at a special needs school to examine the effect of robot KASPAR on making contact with children with autism. Nine children between 8 and 12 years of age participated in this mixed methods study with ABAB design. Children participated in 4 sessions, two with KASPAR and two with their teacher (usual care) resulting in total in 36 (video recorded) sessions. Main outcomes were micro behaviours of the children during sessions and teacher reactions based on video recordings. Results indicated that children showed significantly more non-verbal imitation (p value = 0.028), touched the robot more often than they touched the teacher (e.g. for a high-five) (p value = 0.012), maintained their attention longer (p value = 0.011), and were less often distracted (p value = 0.021) in the KASPAR sessions compared to the teacher sessions. The children made more positive verbal utterances as a reaction to the teacher than they did to KASPAR (p value = 0.028). A clinically relevant difference was identified in the amount of non-verbal behaviours shown and in the spontaneous use of verbal utterances on initiative of the child, both in favour of the KASPAR condition. As a conclusion, KASPAR was able to make contact with the children and to catch and hold their attention longer and in a more focused manner than the teachers. Moreover, children seemed to be at ease and enjoying the interactions with the robot, which constitute important requirements for further learning and implementation.

研究发现表明，机器人可以增强针对自闭症谱系障碍儿童的干预措施。在特殊需求学校进行了一项试点研究，以检查机器人KASPAR对与自闭症儿童进行接触的效果。9名8至12岁的儿童参加了ABAB设计的混合方法研究。儿童参加了4节课，其中两次参加了KASPAR，另外两次参加了他们的老师（常规护理），总共进行了36次（录像）。主要结果是孩子们在上课期间的微观行为以及基于录像的老师反应。结果表明，儿童表现出更多的非语言模仿（p值= 0.028），他们触摸机器人的频率比他们触摸老师的频率更高（例如，高五岁的孩子）（p值= 0.012），保持他们的注意力更长（p值= 0.011），与教师会议相比，在KASPAR课中分散注意力的频率更低（p值= 0.021）。孩子们对老师的言语表达比对KASPAR的表达更为积极（p值= 0.028）。在显示的非语言行为的数量以及在儿童主动下自发使用口头言语方面都发现了临床上相关的差异，均有利于KASPAR条件。结论是，KASPAR能够与孩子们保持联系，并比老师更集中地关注和抓住他们的注意力。此外，孩子们似乎很自在，并喜欢与机器人互动，这是进一步学习和实施的重要要求。