What happens when a kid's robot best friend dies? AI companion toys for neurodivergent children promise connection and therapy, but can they deliver for the long haul? When Xander first met Moxie, she taught him that when he was anxious, he could calm down by exhaling through his lips so that he buzzed like a bee. They practiced breathing like dragons to manage feeling mad and sniffing like bunnies to boost his energy. But in the six years they've known each other, Moxie's changed. She doesn't talk anymore about her home or do their animal breathing. Now, she watches Xander play Minecraft and talks to him about his stuffed animal collection. During a recent visit to his New York apartment, I watched Xander, who is 10 years old and neurodivergent, introduce Moxie to a stuffed Chef Toad and Goomba from Super Mario Bros., then to Brocollo and Apple from Animal Crossing. Then he got stuck on a round, froglike creature with bug eyes and two feet. He's from Pikmin," Xander said, referencing ...

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Two plays soaked in technological anxiety. "An Ark" resembles a webinar with a staring contest, one that no human can win. Before you enter "An Ark," a "mixed reality" performance at the Shed, you check your coat and, more oddly, your shoes. Inside, there are three concentric circles of chairs arranged on a red carpet and, overhead, a white globe resembling a hot-air balloon. A docent explained that, through my virtual-reality headset, I would see four more chairs--and, ideally, they shouldn't float.

--From dating to job interviews, making new friends or simply chatting with the cashier at checkout, engaging in small talk is a vital, everyday social skill. For adults with Autism Spectrum Disorder (ASD), small talk can be particularly challenging, yet it is essential for social integration, building relationships, and accessing professional opportunities. In this study, we present our development and evaluation of an in-home autonomous robot system that allows users to practice small talk. Results from the week-long study show that adults with ASD enjoyed the training, made notable progress in initiating conversations and improving eye contact, and viewed the system as a valuable tool for enhancing their conversational skills. Imagine a scene where three coworkers are engaging in small talk at the beginning of their workday. One of them is Alex, who has Autism Spectrum Disorder (ASD), a neu-rodevelopmental condition that often makes it challenging to understand and interpret social cues [2]. Not bad... just trying to power through this Monday. How about you, Alex? A: Monday is okay. Anything exciting happen this weekend? B: Y eah, I finally tried that new restaurant. It was fantas-- A: I watched a movie. C: Glad you liked the restaurant, Ben. It's my kids' favorite spot these days... What movie did you watch, Alex? A: "The Martian." At first glance, this brief example of a typical interaction appears unremarkable. It represents the everyday small talk that occurs regularly in many workplaces. For workers with ASD, however, such apparently "easy" interactions may present a real challenge. In this example, while Alex responds to direct questions, the responses are brief and lack elaboration. Alex's responses provide minimal information rather than actively participating in the flow of the conversation. Additionally, Alex's lack of response to the last prompt may suggest difficulty in extending or sustaining the dialogue. Although workers with ASD are often highly trained and skilled in job-specific tasks, they frequently face challenges with social interactions in the workplace.

Affective interaction is not merely about recognizing emotions; it is an embodied, situated process shaped by context and co-created through interaction. In affective computing, the role of haptic feedback within dynamic emotional exchanges remains underexplored. This study investigates how situational emotional cues influence the perception and interpretation of haptic signals given by a robot. In a controlled experiment, 32 participants watched video scenarios in which a robot experienced either positive actions (such as being kissed), negative actions (such as being slapped) or neutral actions. After each video, the robot conveyed its emotional response through haptic communication, delivered via a wearable vibration sleeve worn by the participant. Participants rated the robot's emotional state-its valence (positive or negative) and arousal (intensity)-based on the video, the haptic feedback, and the combination of the two. The study reveals a dynamic interplay between visual context and touch. Participants' interpretation of haptic feedback was strongly shaped by the emotional context of the video, with visual context often overriding the perceived valence of the haptic signal. Negative haptic cues amplified the perceived valence of the interaction, while positive cues softened it. Furthermore, haptics override the participants' perception of arousal of the video. Together, these results offer insights into how situated haptic feedback can enrich affective human-robot interaction, pointing toward more nuanced and embodied approaches to emotional communication with machines.

Atypical gaze behavior is a diagnostic hallmark of Autism Spectrum Disorder (ASD), playing a substantial role in the social and communicative challenges that individuals with ASD face. This study explores the impacts of a month-long, in-home intervention designed to promote triadic interactions between a social robot, a child with ASD, and their caregiver. Our results indicate that the intervention successfully promoted appropriate gaze behavior, encouraging children with ASD to follow the robot's gaze, resulting in more frequent and prolonged instances of spontaneous eye contact and joint attention with their caregivers. Additionally, we observed specific timelines for behavioral variability and novelty effects among users. Furthermore, diagnostic measures for ASD emerged as strong predictors of gaze patterns for both caregivers and children. These results deepen our understanding of ASD gaze patterns and highlight the potential for clinical relevance of robot-assisted interventions.

Over the past decade, wearable computing devices (``smart glasses'') have undergone remarkable advancements in sensor technology, design, and processing power, ushering in a new era of opportunity for high-density human behavior data. Equipped with wearable cameras, these glasses offer a unique opportunity to analyze non-verbal behavior in natural settings as individuals interact. Our focus lies in predicting engagement in dyadic interactions by scrutinizing verbal and non-verbal cues, aiming to detect signs of disinterest or confusion. Leveraging such analyses may revolutionize our understanding of human communication, foster more effective collaboration in professional environments, provide better mental health support through empathetic virtual interactions, and enhance accessibility for those with communication barriers. In this work, we collect a dataset featuring 34 participants engaged in casual dyadic conversations, each providing self-reported engagement ratings at the end of each conversation. We introduce a novel fusion strategy using Large Language Models (LLMs) to integrate multiple behavior modalities into a ``multimodal transcript'' that can be processed by an LLM for behavioral reasoning tasks. Remarkably, this method achieves performance comparable to established fusion techniques even in its preliminary implementation, indicating strong potential for further research and optimization. This fusion method is one of the first to approach ``reasoning'' about real-world human behavior through a language model. Smart glasses provide us the ability to unobtrusively gather high-density multimodal data on human behavior, paving the way for new approaches to understanding and improving human communication with the potential for important societal benefits. The features and data collected during the studies will be made publicly available to promote further research.

This paper explores the integration of visual communication and musical interaction by implementing a robotic camera within a "Guided Harmony" musical game. We aim to examine co-creative behaviors between human musicians and robotic systems. Our research explores existing methodologies like improvisational game pieces and extends these concepts to include robotic participation using a PTZ camera. The robotic system interprets and responds to nonverbal cues from musicians, creating a collaborative and adaptive musical experience. This initial case study underscores the importance of intuitive visual communication channels. We also propose future research directions, including parameters for refining the visual cue toolkit and data collection methods to understand human-machine co-creativity further. Our findings contribute to the broader understanding of machine intelligence in augmenting human creativity, particularly in musical settings.

Thomas VanCott compares his son Jake's experience with autism to life on a tightrope. Upset the delicate balance and Jake, 18, plunges into frustration, slapping himself and twisting his neck in seemingly painful ways. Like many families with children on the autism spectrum, Jake's parents sought treatments beyond traditional speech and behavioral therapies. One that seemed promising was magnetic e-resonance therapy, or MERT, a magnetic brain stimulation therapy trademarked in 2016 by a Newport Beach-based company called Wave Neuroscience. The company licensed MERT to private clinics across the country that offered it as a therapy for conditions including depression, PTSD and autism. Those clinics described MERT as a noninvasive innovation that could improve an autistic child's sleep, social skills and -- most attractive to the VanCott family -- speech. It was expensive -- 9,000 -- and not covered by insurance.

In this study, we present a quantitative and comprehensive analysis of social gaze in people with autism spectrum disorder (ASD). Diverging from traditional first-person camera perspectives based on eye-tracking technologies, this study utilizes a third-person perspective database from the Autism Diagnostic Observation Schedule, 2nd Edition (ADOS-2) interview videos, encompassing ASD participants and neurotypical individuals as a reference group. Employing computational models, we extracted and processed gaze-related features from the videos of both participants and examiners. The experimental samples were divided into three groups based on the presence of social gaze abnormalities and ASD diagnosis. This study quantitatively analyzed four gaze features: gaze engagement, gaze variance, gaze density map, and gaze diversion frequency. Furthermore, we developed a classifier trained on these features to identify gaze abnormalities in ASD participants. Together, we demonstrated the effectiveness of analyzing social gaze in people with ASD in naturalistic settings, showcasing the potential of third-person video perspectives in enhancing ASD diagnosis through gaze analysis.