Low-cost social robots as mediators in discrete trial teaching for autistic children with intellectual disabilities: effects on behavioural outcomes

Purpose This study aims to explore whether a low-cost, socially assistive robot (SAR) used as a mediator in discrete trial teaching (DTT) sessions can improve behavioural outcomes in autistic children. Specifically, it investigates the potential to increase sustained attention and reduce challenging behaviours compared to traditional operator-led instruction. Design/methodology/approach Eleven autistic children with co-occurring intellectual disability, aged 3–11, participated in 30 sessions (15 robot-mediated, 15 operator-led). This study used a within-subjects design and assessed frequency of challenging behaviours and sustained attention. Data were analysed using non-parametric, within-participant and exploratory regression analyses. Findings Robot-mediated sessions led to a statistically significant increase in sustained attention and reduction in challenging behaviours. Gains in sustained attention were consistent across participants, whereas changes in challenging behaviours were more variable. No significant associations emerged between age and behavioural outcomes. The structured nature of robot-mediated DTT may have contributed through greater consistency in instruction and reinforcement, increased stimulus salience and reduced variability in task presentation. Research limitations/implications Limitations include a small sample size, the absence of a control group and the lack of performance-based measures for discrete trials. Future research should examine long-term effects, individual variability and instructional outcomes using larger samples and parametric approaches. Practical implications The simplicity, affordability and adaptability of the SAR make it suitable for use in various settings, particularly in under-resourced environments. It may also support treatment fidelity, emotional safety and instructional continuity. Originality/value This study offers preliminary evidence of the practical value of low-cost SARs in applied behaviour analysis-based interventions, expanding access to structured, behaviourally grounded support for autistic children with intellectual disability.