自閉症（Autism）兒童，其病徵包括不正常的社交能力、溝通能力、興趣和行為模式。現在的治療方式（例如，社交故事，溝通圖卡，音樂療法）已經嘗試了多年。最近，許多社會互動的機器人也被用來協助自閉症兒童的治療。本文提出了一種基於機器人的互動系統，結合社交互動的機器人，社交故事，溝通圖卡。本文的互動系統包含兩個子系統：社交故事編輯系統和圖卡提示互動系統。
近年來，社交故事已被作為一種治療或教育工具，教導自閉症兒童特定的社交技巧，行為，概念。本文提出的社交故事編輯系統提供了一個良好的故事編輯介面，讓教師和家長可以輕鬆地編輯社交故事。然後機器人可以生動地表演社交故事。我們希望這種互動可以創造有趣和有意義的學習環境，以促進兒童的學習動機，提高他們在學習社交故事時的參與度。
溝通圖卡是另一種有效的教育工具，讓自閉症兒童，有效地的與人溝通，表達明確需求，並增加理解力。圖卡提示互動系統包含一個機器人，Kinect感應器，個人電腦，和一個溝通圖卡辨識模組。它賦予機器人讀出溝通圖卡的能力。通過這種有趣的互動，孩子們就可以自己練習圖卡的內容。
我們希望這個互動系統可以創造一個有趣的、吸引人的，和有意義的互動環境。我們希望這些互動系統可以減輕那群關愛和教育自閉症兒童的治療師或家長沉重的負擔。另外，我們希望該系統能促進自閉症兒童與外界互動的興趣，提高他們參與人與人互動的意願。

Children with Autism usually present symptoms such as abnormal social skills, abnormal communication skills, and abnormal behavior patterns. Several therapeutic approaches (e.g., social stories, picture cards, music therapy) have been attempted over the years. Recently, many socially interactive robots have also been used to assist in the therapy of children with autism. This thesis proposes a robot-based interactive system which integrates socially interactive robots, social stories, and picture cards. The interactive system consists of two sub-systems: a social story interactive sub-system and a picture cue card interactive sub-system.

In recent years, social stories have been adopted as a treatment or education tool to teach specific social communication skills, behaviors, concepts to children with autism. The proposed social story interactive sub-system provides a user-friendly story editing tool to allow teachers or parents to easily edit social stories in terms of texts. Then the robot can vividly act out the social stories by itself. We hope this kind of interactions can create interesting and meaningful learning situations to promote children’ interest and improve their engagements in learning social stories.

Picture cue cards are another effective education tool to empower children with autism to effectively access communication, express demands, and increase comprehension. The picture cue card interactive sub-system consists of a robot, a Kinect sensor, a personal computer, and a picture cue card recognition module. It endows the robot with the ability of reading out the picture cards placed in front of it. Via this kind of interesting interactions, children can practice the learning material of the cards by themselves.

We hope the interactive system can create interesting, appealing, and meaningful interplay environments that compel children to interact with them. We hope these interactive systems can alleviate the therapy personnel or parents from the heavy burdens of the caring and educating children with autism. In addition, we hope the system can promote autism children’s interest to interact with the outside world and improve their engagement in being willing to interact with people.

[1] 楊貴芬、黃慈愛、王美惠, 自閉症兒童社會情緒技能訓練: 心理出版社, 民國九十二年.
[2] A. Kokina and L. Kern, "Social Story™ interventions for students with autism spectrum disorders: A meta-analysis," Journal of Autism and Developmental Disorders, vol. 40, pp. 812-826, 2010.
[3] I. S. Schwartz, A. N. Garfinkle, and J. Bauer, "The picture exchange communication system communicative outcomes for young children with disabilities," Topics in Early Childhood Special Education, vol. 18, pp. 144-159, 1998.
[4] D. H. Geschwind, "Autism: many genes, common pathways?," Cell, vol. 135, pp. 391-395, 2008.
[5] K. S. Lam and M. G. Aman, "The Repetitive Behavior Scale-Revised: Independent validation in individuals with autism spectrum disorders," Journal of autism and developmental disorders, vol. 37, pp. 855-866, 2007.
[6] 財團法人中華民國自閉症基金會. 何謂自閉症? Available: http://www.fact.org.tw/menu.php?m_id=18&root=5
[7] T. L. Arndt, C. J. Stodgell, and P. M. Rodier, "The teratology of autism," International Journal of Developmental Neuroscience, vol. 23, pp. 189-199, 2005.
[8] F. Happé and A. Ronald, "The ‘fractionable autism triad’: a review of evidence from behavioural, genetic, cognitive and neural research," Neuropsychology review, vol. 18, pp. 287-304, 2008.
[9] C. J. Newschaffer, L. A. Croen, J. Daniels, E. Giarelli, J. K. Grether, S. E. Levy, et al., "The epidemiology of autism spectrum disorders*," Annu. Rev. Public Health, vol. 28, pp. 235-258, 2007.
[10] E. London, "The role of the neurobiologist in redefining the diagnosis of autism," Brain pathology, vol. 17, pp. 408-411, 2007.
[11] G. Baird, H. Cass, and V. Slonims, "Diagnosis of autism," Bmj, vol. 327, pp. 488-493, 2003.
[12] S. M. Myers and C. P. Johnson, "Management of children with autism spectrum disorders," Pediatrics, vol. 120, pp. 1162-1182, 2007.
[13] C. Gray, The new social story book: Future Horizons, 2010.
[14] D. Scattone, S. M. Wilczynski, R. P. Edwards, and B. Rabian, "Decreasing disruptive behaviors of children with autism using social stories," Journal of autism and developmental disorders, vol. 32, pp. 535-543, 2002.
[15] S. Ali and N. Frederickson, "Investigating the evidence base of social stories," Educational Psychology in Practice, vol. 22, pp. 355-377, 2006.
[16] M. D. Brownell, "Musically adapted social stories to modify behaviors in students with autism: Four case studies," Journal of music therapy, vol. 39, pp. 117-144, 2002.
[17] N. K. Haggerty, R. S. Black, and G. J. Smith, "Increasing self-managed coping skills through social stories and apron storytelling," Teaching Exceptional Children, vol. 37, pp. 40-47, 2005.
[18] T. Hagiwara and B. S. Myles, "A multimedia social story intervention teaching skills to children with autism," Focus on Autism and other developmental disabilities, vol. 14, pp. 82-95, 1999.
[19] SocailStories. Socail Stories Autism Community. Available: http://www.autism-community.com/wp-content/uploads/2011/09/social-story-low-tech.jpg
[20] A. S. Bondy and L. A. Frost, "The picture exchange communication system," Focus on Autism and Other Developmental Disabilities, vol. 9, pp. 1-19, 1994.
[21] 彩虹天使教育網. 彩虹天使教育網. Available: http://www.rainbownote2go.com/
[22] B. Robins, K. Dautenhahn, R. Te Boekhorst, and A. Billard, "Effects of repeated exposure to a humanoid robot on children with autism," in Designing a more inclusive world, ed: Springer, 2004, pp. 225-236.
[23] B. Robins, K. Dautenhahn, R. Te Boekhorst, and A. Billard, "Robotic assistants in therapy and education of children with autism: can a small humanoid robot help encourage social interaction skills?," Universal Access in the Information Society, vol. 4, pp. 105-120, 2005.
[24] B. Robins, K. Dautenhahn, and P. Dickerson, "From isolation to communication: a case study evaluation of robot assisted play for children with autism with a minimally expressive humanoid robot," in Advances in Computer-Human Interactions, 2009. ACHI'09. Second International Conferences on, 2009, pp. 205-211.
[25] A. Duquette, F. Michaud, and H. Mercier, "Exploring the use of a mobile robot as an imitation agent with children with low-functioning autism," Autonomous Robots, vol. 24, pp. 147-157, 2008.
[26] S. Shamsuddin, H. Yussof, M. A. Miskam, A. Che Hamid, N. A. Malik, and H. Hashim, "Humanoid Robot NAO as HRI Mediator to Teach Emotions using Game-centered Approach for Children with Autism," in HRI 2013 Workshop on Applications for Emotional Robots, Tokyo, Japan, 2013.
[27] R. Simut, C. Pop, J. Saldien, A. Rusu, S. Pintea, J. Vanderfaeillie, et al., "Is the social robot probo an added value for social story intervention for children with autism spectrum disorders?," in Proceedings of the seventh annual ACM/IEEE international conference on Human-Robot Interaction, 2012, pp. 235-236.
[28] E. S. Kim, R. Paul, F. Shic, and B. Scassellati, "Bridging the research gap: Making HRI useful to individuals with autism," Journal of Human-Robot Interaction, vol. 1, 2012.
[29] H. Kozima, C. Nakagawa, and Y. Yasuda, "Interactive robots for communication-care: A case-study in autism therapy," in Robot and Human Interactive Communication, 2005. ROMAN 2005. IEEE International Workshop on, 2005, pp. 341-346.
[30] 近藤科學. KONDO khr-3hv. Available: http://kondo-robot.com/
[31] P. V. Hough, "Method and means for recognizing complex patterns," ed: Google Patents, 1962.
[32] D. Antolovic, "Review of the Hough Transform Method, With an Implementation of the Fast Hough Variant for Line Detection," Department of Computer Science, Indiana University, 2008.
[33] T. Ojala, M. Pietikainen, and T. Maenpaa, "Multiresolution gray-scale and rotation invariant texture classification with local binary patterns," Pattern Analysis and Machine Intelligence, IEEE Transactions on, vol. 24, pp. 971-987, 2002.
[34] K. A. Henderson, Dimensions of Choice : A Qualitative Approach to Recreation, Pa.rks, and Leisure Research.: Stage Col1ege, PA: Venture., 1991.
[35] W. S. Bainbridge, Survey Research: A Computer-Assistant Introduction.: Belmont, CA: Wadsworth, 1989.
[36] 范麗娟, "深度訪談簡介," 戶外遊憩研究, vol. 7, pp. 25-35, 1994.
[37] 潘淑滿, 質性研究理論與應用: 心理出版社, 2003.
[38] A. Bangor, P. Kortum, and J. Miller, "Determining what individual SUS scores mean: Adding an adjective rating scale," Journal of usability studies, vol. 4, pp. 114-123, 2009.
[39] J. Sauro. (2011). Measuring Usability With The System Usability Scale Available: http://www.measuringusability.com/sus.php