Abstract
Aim: The current study investigates the outcomes of the interaction between four elementary school pupils with autism spectrum disorders and a robot called Daisy. Method: During structured and prepeared activities which were conducted by the social robot, as well as by a human partner. Results: Results indicate positive outcomes during the interaction with the robot. Specifically, there were more incidences of eye contact, proximity and verbal interaction during sessions with the robot than during those with the teacher. Additional behaviors such as increased attention and ability to follow instructions improved during interaction with the robot. There was also a noted reduction in fidgeting.