  Autism is a developmental disorder that manifests in early childhood and
persists throughout life, profoundly affecting social behavior and hindering
the acquisition of learning and social skills in those diagnosed. As
technological advancements progress, an increasing array of technologies is
being utilized to support the education of students with Autism Spectrum
Disorder (ASD), aiming to improve their educational outcomes and social
capabilities. Numerous studies on autism intervention have highlighted the
effectiveness of social robots in behavioral treatments. However, research on
the integration of social robots into classroom settings for children with
autism remains sparse. This paper describes the design and implementation of a
group experiment in a collective classroom setting mediated by the NAO robot.
The experiment involved special education teachers and the NAO robot
collaboratively conducting classroom activities, aiming to foster a dynamic
learning environment through interactions among teachers, the robot, and
students. Conducted in a special education school, this experiment served as a
foundational study in anticipation of extended robot-assisted classroom
sessions. Data from the experiment suggest that ASD students in classrooms
equipped with the NAO robot exhibited notably better performance compared to
those in regular classrooms. The humanoid features and body language of the NAO
robot captivated the students' attention, particularly during talent shows and
command tasks, where students demonstrated heightened engagement and a decrease
in stereotypical repetitive behaviors and irrelevant minor movements commonly
observed in regular settings. Our preliminary findings indicate that the NAO
robot significantly enhances focus and classroom engagement among students with
ASD, potentially improving educational performance and fostering better social
behaviors.
