When the Teachers Are Robots

by Kristina Chew · 2009-02-20 14:30:00 UTC
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One of the criticisms of Applied Behavior Analysis (ABA) is that this kind of teaching turns children into "robots," due to its use of discrete trial teaching (in which tasks are broken down into smaller units), its emphasis on data-taking, and its being based on the principles of B.F. Skinner's behaviorism. So it's a bit ironic to read that robots are being developed by researchers at Vanderbilt University to monitor the "emotional state" of children on the spectrum and even, potentially, to teaching social skills:

A robot's ability to provide consistent and predictable responses should be particularly useful for treating ASD. Each child has individual triggers. For example, one child may not like direct eye contact. Another might be upset by loud voices and sounds. Yet another may react when people get too close. Once a particular trigger is identified, a robot could be programmed to increase the stimulus at such a gradual rate that the child doesn't notice it. The robot could also be programmed to back off when it senses that its responses are beginning to bother the child. In this fashion, it could build up the child's tolerance to the problem stimulus. "Robots can be programmed to respond with a consistency that is difficult for humans to achieve," [Nilanjan Sarkar, associate professor of mechanical engineering] points out.

Such robot-instructors, it's suggested, could be used to help defray the "costs" of teaching children and, for the above reasons, provide a more consistent learning environment.

This all makes sense to me but the machines-for-teachers idea troubles me. ABA teaching has been very beneficial to my son's learning, but often precisely because of the "human element"---because of the people who are teaching him, and who don't always say the same phrase exactly the same way, and sometimes respond one way and sometimes don't. From these interactions, Charlie's developed real relationships with therapists and teachers. A huge part of teaching effectively involves, I think, being able to make the most of the unexpected and the "teachable moment."

Not sure that can be programmed in.

Photo by genewolf.

Kristina Chew
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