Development of the Rob’Tales methodology to teach emotional an social skills to autistic adolescents

Abstract

Autistic adolescents frequently experience difficulties with emotional and social skills. Robots are promising tools to promote the development of those abilities. This study aimed to develop a robot-assisted therapy named Rob’Tales, targeting social and emotional skills in autistic adolescents. Methods: Intervention development was based on three complementary sources of information: (1) a scoping review to identify didactic techniques used in evidence-based practices and potential intervention targets, (2) a feasibility study to refine the intervention structure, (3) autistic individuals opinions to define the curriculum. Results: Two interventions considered as EBP were identified: Social Skills Training and Cognitive Behaviroral/Instructational Strategies. Common modules taught in SST were listed. These results were used to create a first version of Rob’Tales, implemented in a feasibility study whose results inform about the strengths and shortcomings of this first version. Preference ratings showed that modules related to psychoeducation, emotion, and interpersonal problem solving should be prioritized. Conclusion: This paper presents the construction of Rob’Tales, built from three different sources of information. Its efficiency promoting emotional and social well-being of autistic adolescents should be tested.

Keywords: Adolescence, Autism, Robot-Assisted Therapy, Social Skills, Emotional Skills, Conception

DOI: 10.54941/ahfe1008116