Integrating Social Robotics into School AAC Practices: A Hybrid Architecture for Pedagogically Mediated Communicative Participation
Resumo
Functional use of Augmentative and Alternative Communication (AAC) by students with Autism Spectrum Disorder (ASD) remains a central challenge in Multifunctional Resource Rooms. This article presents a hybrid system integrating the NAO robot as a pedagogical mediator into existing school AAC practices. Built under the Design Science Research framework, the system addresses the technical heterogeneity among the AAC resources already in use by students. Applied across ten sessions with three children with ASD, with teachers co-planning all interactions, results showed progression in autonomous AAC use, including generalization to natural contexts such as the school's Science Fair. This suggests integrating social robotics with existing practices is a productive path toward inclusive participation.
Palavras-chave:
Augmentative and Alternative Communication, Social Robotics, Autism Spectrum Disorder
Referências
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APA (2022). Diagnostic and statistical manual of mental disorders. American Psychiatric Association Publishing.
Bartl-Pokorny, K. D., Pykała, M., Uluer, P., Barkana, D. E., Baird, A., Kose, H., Zorcec, T., Robins, B., Schuller, B. W., and Landowska, A. (2021). Robot-based intervention for children with autism spectrum disorder: a systematic literature review. Ieee Access, 9:165433–165450.
Beukelman, D. R., Mirenda, P., et al. (1998). Augmentative and alternative communication. Paul H. Brookes Baltimore.
Bondy, A. S. and Frost, L. A. (1994). The picture exchange communication system. Focus on autistic behavior, 9(3):1–19.
Carruthers, S., Pickles, A., Slonims, V., Howlin, P., and Charman, T. (2020). Beyond intervention into daily life: A systematic review of generalisation following social communication interventions for young children with autism. Autism Research, 13(4):506–522.
Chevalier, P., Ghiglino, D., Floris, F., Priolo, T., and Wykowska, A. (2022). Visual and hearing sensitivity affect robot-based training for children diagnosed with autism spectrum disorder. Frontiers in Robotics and AI, 8:748853.
dos Santos, L. P. and Paradeda, R. B. (2026). Mapping the landscape of robotics for autism spectrum disorder: A scoping review of technologies, applications, and future directions. In de Freitas, R. and Furtado, D., editors, Intelligent Systems, pages 291–305, Cham. Springer Nature Switzerland.
Dresch, A., Lacerda, D. P., and Antunes Jr, J. A. V. (2014). Design science research. In Design science research: A method for science and technology advancement, pages 67–102. Springer.
Feuerstein, R., Feuerstein, R., and Falik, L. H. (2015). Beyond smarter: Mediated learning and the brain's capacity for change. Teachers College Press.
Feuerstein, R., Rand, Y., and Hoffman, M. B. (1981). The dynamic assessment of retarded performers: The learning potential assessment device, theory, instruments and techniques. International Journal of Rehabilitation Research, 4(3):465–466.
Hevner, A. R., March, S. T., Park, J., and Ram, S. (2004). Design science in information systems research1. MIS quarterly, 28(1):75–106.
Lave, J. and Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge University Press, Cambridge.
Light, J. and McNaughton, D. (2014). Communicative competence for individuals who require augmentative and alternative communication: A new definition for a new era of communication?
Moraes, J. F., Arrua, M. T. S., and de Fátima Silva, R. (2023). Os desafios do professor na inclusão do aluno com transtorno do espectro autista na escola regular. Revista Diálogos Interdisciplinares, 2(12):119–132.
Nunes, D. and Walter, C. (2020). Aac and autism in brazil: a descriptive review. International Journal of Disability, Development and Education, 67(3):263–279.
NUNES, D. R. d. P., BARBOSA, J. P. d. S., and NUNES, L. R. d. P. (2021). Comunicação alternativa para alunos com autismo na escola: uma revisão da literatura. Revista Brasileira de Educação Especial, 27.
Peffers, K., Tuunanen, T., Rothenberger, M. A., and Chatterjee, S. (2007). A design science research methodology for information systems research. Journal of management information systems, 24(3):45–77.
Scassellati, B., Admoni, H., and Matarić, M. (2012). Robots for use in autism research. Annual review of biomedical engineering, 14(1):275–294.
Schreibman, L., Dawson, G., Stahmer, A. C., Landa, R., Rogers, S. J., McGee, G. G., Kasari, C., Ingersoll, B., Kaiser, A. P., Bruinsma, Y., et al. (2015). Naturalistic developmental behavioral interventions: Empirically validated treatments for autism spectrum disorder. Journal of autism and developmental disorders, 45(8):2411–2428.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press, Cambridge, MA.
Walter, C. C. d. F. (2000). Os efeitos da adaptação do pecs associada ao curriculum funcional natural em pessoas com autismo infantil. Dissertação (mestrado em ciências humanas), Universidade Federal de São Carlos, São Carlos.
APA (2022). Diagnostic and statistical manual of mental disorders. American Psychiatric Association Publishing.
Bartl-Pokorny, K. D., Pykała, M., Uluer, P., Barkana, D. E., Baird, A., Kose, H., Zorcec, T., Robins, B., Schuller, B. W., and Landowska, A. (2021). Robot-based intervention for children with autism spectrum disorder: a systematic literature review. Ieee Access, 9:165433–165450.
Beukelman, D. R., Mirenda, P., et al. (1998). Augmentative and alternative communication. Paul H. Brookes Baltimore.
Bondy, A. S. and Frost, L. A. (1994). The picture exchange communication system. Focus on autistic behavior, 9(3):1–19.
Carruthers, S., Pickles, A., Slonims, V., Howlin, P., and Charman, T. (2020). Beyond intervention into daily life: A systematic review of generalisation following social communication interventions for young children with autism. Autism Research, 13(4):506–522.
Chevalier, P., Ghiglino, D., Floris, F., Priolo, T., and Wykowska, A. (2022). Visual and hearing sensitivity affect robot-based training for children diagnosed with autism spectrum disorder. Frontiers in Robotics and AI, 8:748853.
dos Santos, L. P. and Paradeda, R. B. (2026). Mapping the landscape of robotics for autism spectrum disorder: A scoping review of technologies, applications, and future directions. In de Freitas, R. and Furtado, D., editors, Intelligent Systems, pages 291–305, Cham. Springer Nature Switzerland.
Dresch, A., Lacerda, D. P., and Antunes Jr, J. A. V. (2014). Design science research. In Design science research: A method for science and technology advancement, pages 67–102. Springer.
Feuerstein, R., Feuerstein, R., and Falik, L. H. (2015). Beyond smarter: Mediated learning and the brain's capacity for change. Teachers College Press.
Feuerstein, R., Rand, Y., and Hoffman, M. B. (1981). The dynamic assessment of retarded performers: The learning potential assessment device, theory, instruments and techniques. International Journal of Rehabilitation Research, 4(3):465–466.
Hevner, A. R., March, S. T., Park, J., and Ram, S. (2004). Design science in information systems research1. MIS quarterly, 28(1):75–106.
Lave, J. and Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge University Press, Cambridge.
Light, J. and McNaughton, D. (2014). Communicative competence for individuals who require augmentative and alternative communication: A new definition for a new era of communication?
Moraes, J. F., Arrua, M. T. S., and de Fátima Silva, R. (2023). Os desafios do professor na inclusão do aluno com transtorno do espectro autista na escola regular. Revista Diálogos Interdisciplinares, 2(12):119–132.
Nunes, D. and Walter, C. (2020). Aac and autism in brazil: a descriptive review. International Journal of Disability, Development and Education, 67(3):263–279.
NUNES, D. R. d. P., BARBOSA, J. P. d. S., and NUNES, L. R. d. P. (2021). Comunicação alternativa para alunos com autismo na escola: uma revisão da literatura. Revista Brasileira de Educação Especial, 27.
Peffers, K., Tuunanen, T., Rothenberger, M. A., and Chatterjee, S. (2007). A design science research methodology for information systems research. Journal of management information systems, 24(3):45–77.
Scassellati, B., Admoni, H., and Matarić, M. (2012). Robots for use in autism research. Annual review of biomedical engineering, 14(1):275–294.
Schreibman, L., Dawson, G., Stahmer, A. C., Landa, R., Rogers, S. J., McGee, G. G., Kasari, C., Ingersoll, B., Kaiser, A. P., Bruinsma, Y., et al. (2015). Naturalistic developmental behavioral interventions: Empirically validated treatments for autism spectrum disorder. Journal of autism and developmental disorders, 45(8):2411–2428.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press, Cambridge, MA.
Walter, C. C. d. F. (2000). Os efeitos da adaptação do pecs associada ao curriculum funcional natural em pessoas com autismo infantil. Dissertação (mestrado em ciências humanas), Universidade Federal de São Carlos, São Carlos.
Publicado
05/10/2026
Como Citar
DOS SANTOS, Luiziane Paulino; PARADEDA, Raul Benites.
Integrating Social Robotics into School AAC Practices: A Hybrid Architecture for Pedagogically Mediated Communicative Participation. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 37. , 2026, Goiânia/GO.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2026
.
p. 2537-2546.
DOI: https://doi.org/10.5753/sbie.2026.27062.
