Reimagining Autism Interventions: Robots as Adaptive Cognitive Partners in Social Learning

The use of socially assistive robots (SARs) in autism spectrum disorder (ASD) therapy has seen rapid advancements, with increasing evidence supporting their role in fostering engagement and skill acquisition. However, much of the existing research has focused on short-term outcomes without fully integrating a developmental perspective on learning. This article repositions SARs as cognitive scaffolds—external supports that guide children with ASD in acquiring, practicing, and internalizing social cognition skills in a longer-term developmental perspective. Bridging technical innovation with psychological and clinical views, we propose a structured framework for robot-assisted therapy that transitions from robot-led engagement to human-mediated generalization. Furthermore, we discuss design principles for optimizing SARs, address real-world application challenges, and outline key ethical considerations. We conclude with recommendations for future research and deployment strategies to ensure that SARs serve as dynamic, adaptive tools that empower individuals with ASD rather than replacing traditional therapeutic interactions.