  This article describes the preliminary qualitative results of a therapeutic
laboratory involving the Pepper robot, as a facilitator, to promote autonomy
and functional acquisition in autistic children with low support needs (level 1
support). The lab, designed and led by a multidisciplinary team, involved 4
children, aged 11 to 13 years, and was organized in weekly meetings for the
duration of four months. The following is the result of an in-depth qualitative
evaluation of the interactions that took place between the children and the
Pepper robot, with the aim of analyzing their effectiveness for the purpose of
promoting the development of social and communication skills in the
participants. The observations and analyses conducted during the interactions
provided valuable insights into the dialogue and communication style employed
and paved the way for possible strategies to make the robot more empathetic and
engaging for autistic children.
