La robótica como medio para el desarrollo de la comunicación en personas con autismo

Abstract

Autism spectrum disorder (ASD) is characterized by challenges in communication and social interaction. This study evaluated the impact of educational robotics on the development of communication skills in children with ASD in Ecuador. Twelve children (6 with grade 1 support and 6 with grade 2 according to DSM-5) participated in 10 intervention sessions with humanoid robots Nao and Alpha Mini. A mixed-system design was used with quantitative (standardized scales, systematic observation) and qualitative (interviews, field diaries) instruments. Results showed significant improvements in eye contact (150% in grade 1, 125% in grade 2), use of two-word or more phrases (44% and 40% respectively), communicative initiatives, and emotion recognition. Teachers and families reported high acceptance and perceived usefulness. It is concluded that educational robotics is a promising tool to complement ASD interventions, especially in resource-limited settings.