A. M. Alcorn1, T. Tavassoli1, S. Babović Dimitrijevic2, S. Petrović2, S. Skendzic2, V. Petrović2 and E. Pellicano3, (1)UCL Institute of Education, University College London, Centre for Research in Autism and Education (CRAE), London, United Kingdom, (2)Serbian Society of Autism, Belgrade, Serbia, (3)Centre for Research in Autism and Education (CRAE), UCL Institute of Education, University College London, London, United Kingdom

Autistic children often have difficulty recognizing emotions and facial expressions relative to typically developing children. Several existing projects have shown promise in using robot-assisted interventions for social and academic skills teaching with autistic children, including emotion recognition. Robots can be more predictable and less complex than interaction with humans, and may be more “comfortable” for autistic children. Little is known, however, about the levels of language, cognitive skill, or sensory tolerance that are necessary or desirable for robot-assisted interventions to be implemented effectively for autistic children.

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