发表机构
Ben-Gurion University of the Negev; The Azrieli National Center for Autism and Neurodevelopment Research, Ben-Gurion University of the Negev; School of Brain Sciences and Cognition, Ben-Gurion University of the Negev（内盖夫本-古里安大学; 内盖夫本-古里安大学阿兹里利国家自闭症与神经发育研究中心; 内盖夫本-古里安大学脑科学与认知学院）
机构由 AI 辅助整理，请以论文原文为准。AI 中文总结
该研究针对现有自闭症干预机器人多聚焦儿童的问题，联合5名自闭症成人开展共同设计，明确了用于社会认知训练的社交机器人的7项核心设计要求，提出其应作为私人可配置的演练伙伴以支持自闭症成人的独立性。
AI 中文摘要
社交机器人已被广泛探索作为自闭症干预工具，但现有文献主要聚焦于儿童，极少让自闭症成人作为设计的积极参与者，这导致现有系统与自闭症成人在日常生活中实际面临的社会认知挑战不匹配，包括应对模糊的人际情境、管理对话时机、解读隐含的情感意义。为解决这一差距，我们开展了在线焦点小组和共同设计会议，参与对象为5名自闭症成人，旨在探索用于社会认知训练的社交机器人应具备的功能、交互方式，以及在何种条件下该机器人能真正发挥作用。本次90分钟的会议结合了开放讨论与在共享数字白板上进行的结构化共同设计活动，对产生的口头和视觉数据采用反思性主题分析进行分析。分析得出7个定义核心设计要求的主题：机器人应作为支架而非替代品、优先考虑真实性而非舒适性、提供个性化且由用户控制的反馈、适配情感自我意识缺口、尊重隐私与情境边界、支持现实社交情境的演练、在身份、形态和表达上保持可配置性。综合研究结果表明，自闭症成人将该机器人设想为私人的、可配置的演练伙伴，而非陪伴者或实时社交助手，旨在长期支持其独立性。
英文摘要
Social robots have been widely explored as tools for autism intervention, yet this literature has focused predominantly on children and has rarely involved autistic adults as active contributors to design. This creates a mismatch between existing systems and the social-cognitive challenges autistic adults actually face in everyday life, including navigating ambiguous interpersonal contexts, managing conversational timing, and interpreting implied emotional meaning. To address this gap, we conducted an online focus group and co-design session with five autistic adults to explore what a social robot for social-cognition training should do, how it should interact, and under what conditions it would be genuinely useful. The 90-minute session combined open discussion with structured co-design activities on a shared digital whiteboard, and the resulting verbal and visual data were analysed using reflexive thematic analysis. The analysis yielded seven themes that define core design requirements: the robot should function as a scaffold rather than a substitute, prioritise authenticity over comfort, provide personalised and user-controlled feedback, accommodate emotional self-awareness gaps, respect privacy and contextual boundaries, support rehearsal for real-world social situations, and remain configurable in identity, form, and expression. Together, the findings suggest that autistic adults envision the robot not as a companion or live social assistant, but as a private, configurable rehearsal partner designed to support independence over time.
CommentsAccepted for publication at the 35th IEEE International Conference on Robot and Human Interactive Communication (RO-MAN 2026)
