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In this paper, a fully Robotic Social Environment (RSE), designed to simulate the needed social environment for children, especially those with autism is described. An RSE can be used to simulate many social situations, such as affective interpersonal interactions, in which observational learning can take place. In order to investigate the effectiveness of the proposed RSE, it has been tested on a group of children with autism, who had difficulties in emotion recognition, which in turn, can influence social interaction. An A-B-A single case study was designed to show how RSE can help children with autism recognize four basic facial expressions, i.e., happiness, sadness, anger, and fear, through observing the social interactions of two robots speaking about these facial expressions. The results showed that the emotion recognition skills of the participating children were improved. Furthermore, the results showed that the children could maintain and generalize their emotion recognition skills after the intervention period. In conclusion, the study shows that the proposed RSE, along with other rehabilitation methods, can be effective in improving the emotion recognition skills of children with autism and preparing them to enter human social environments.<\/jats:p>","DOI":"10.3389\/frobt.2023.1088582","type":"journal-article","created":{"date-parts":[[2023,5,3]],"date-time":"2023-05-03T13:24:08Z","timestamp":1683120248000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":13,"title":["Fully robotic social environment for teaching and practicing affective interaction: Case of teaching emotion recognition skills to children with autism spectrum disorder, a pilot study"],"prefix":"10.3389","volume":"10","author":[{"given":"Pegah","family":"Soleiman","sequence":"first","affiliation":[]},{"given":"Hadi","family":"Moradi","sequence":"additional","affiliation":[]},{"given":"Bijan","family":"Mehralizadeh","sequence":"additional","affiliation":[]},{"given":"Hamed","family":"Ameri","sequence":"additional","affiliation":[]},{"given":"Rosa I.","family":"Arriaga","sequence":"additional","affiliation":[]},{"given":"Hamid Reza","family":"Pouretemad","sequence":"additional","affiliation":[]},{"given":"Negin","family":"Baghbanzadeh","sequence":"additional","affiliation":[]},{"given":"Leila Kashani","family":"Vahid","sequence":"additional","affiliation":[]}],"member":"1965","published-online":{"date-parts":[[2023,5,3]]},"reference":[{"key":"B1","doi-asserted-by":"publisher","first-page":"944","DOI":"10.3390\/s22030944","article-title":"A systematic review of research on robot-assisted therapy for children with autism","volume":"22","author":"Alabdulkareem","year":"2022","journal-title":"Sensors"},{"key":"B2","doi-asserted-by":"publisher","first-page":"81808","DOI":"10.1109\/access.2019.2923678","article-title":"An adaptive multi-robot therapy for improving joint attention and imitation of ASD children","volume":"7","author":"Ali","year":"2019","journal-title":"IEEE Access"},{"key":"B3","doi-asserted-by":"publisher","first-page":"e09289","DOI":"10.1016\/j.heliyon.2022.e09289","article-title":"The effects of an educational program based on modeling and social stories on improvements in the social skills of students with autism","volume":"26","author":"Alkinj","year":"2022","journal-title":"Heliyon"},{"key":"B4","doi-asserted-by":"crossref","DOI":"10.1176\/appi.books.9780890425596","volume-title":"Diagnostic and statistical manual of mental disorders: DSM-5","author":"American Psychiatric Association","year":"2013"},{"key":"B5","doi-asserted-by":"publisher","first-page":"814","DOI":"10.1016\/j.rasd.2014.03.002","article-title":"How children with autism spectrum disorder behave and explore the 4-dimensional (spatial 3d + time) environment during a joint attention induction task with a robot","volume":"8","author":"Anzalone","year":"2014","journal-title":"Res. 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