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Evidence-Based Programs for K-12 Autistic Students.

CASE Endorsed
Assistive Technology & Curriculum

Our program supports special educators in their mission to improve outcomes for their autistic students. 

A multidisciplinary developmental behavioral approach, it leverages speech language pathology, occupational therapy, applied behavioral analysis (ABA) principles.

Evidence-Based Practices

Modules

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Robot-led Lessons

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Extension Activities

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Family Resources

Student with autism interacts with RoboKind
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Student with autism interacts with RoboKind
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Start Improving Social-Emotional Outcomes.

We are ready to serve and support you in your mission to help your students with autism.

It's easy to implement, without disrupting your students' schedules.

The key to any effective therapy lies in its lack of disruption to students. Our program can be implemented into your students' daily and weekly schedules. In fact, all of our studies show that 2 or 3 times per week for up to 30 minutes each session with Milo, Veda, Carver, or Jemi yields life-changing results.

Facially-Expressive
Assistive Robots

  • Milo facilitates social skill generalization by simulating most human facial expressions.
  • Concepts visually modeled and taught alongside tablet delivered videos.
  • Chest screen displays any of the 1,500 custom icons during lessons to reinforce core vocabulary.

Social-Emotional
Curriculum

  • Modules groups include behavioral, conversational, emotional, and situation curriculum.
  • Program begins with mastering emotional regulation and calm down, increasing future time on task.
  • Modules (and their lessons) increase in complexity as students progress and master skills.

Measurable Outcomes.

For 10 years, research consistently demonstrates the measurable impact our programs have on students across the autism spectrum.

Read The Studies

Customized For Your

Professional Development That Improves Efficacy. 

Led by Mary Shaw, a former special educator and Sr. Director of Professional Development and Content, our professional development service is customized to fit within your school's or district's reporting cycles. Expect a hands on, highly engaging experience tailored to the individual needs of your facilitators, school, or district. Each course comes with a Certificate of Completion.

Beginning of Year (BoY) 

Ideal for new facilitators of the RoboKind program and educators who just need a refresher, the BoY session equals four (4) credits. Specifically, it dives deep into the essentials of RoboKind programming and how to best leverage it's evidence-based practices in the classroom.

Middle of Year (MoY)

Equal to three (3) credits, the MoY session provides an in-depth look at RoboKind's Reports, Social-Emotional Learning IEP Goals, and Curriculum. Facilitators review student performance and PLAAFP, engage with data to write S.M.A.R.T. IEP Goals, and much more!

End of Year (EoY)

After a year of working with RoboKind's program, the session helps facilitators better understand usage and PLAAFP. Importantly, educators leave this session with a plan for optimizing the program to better improve IEP goal progression during the next school year.

Facilitate Remote & Blended Learning.

With the onset of school closures, we moved quickly to digitize our content and evidence-based program. Our remote learning technology, Avatar, supports special educators in their mission to provide FAPE under IDEA. Additionally, Avatar connects directly with in-classroom data, making it a powerful assistive tool in improving social-emotional outcomes, regardless of location.

From a single classroom to statewide implementations.

We don't care how big or small our partners are. Rather, we seek to answer: "How can we work together to improve outcomes for your autistic students?"

K-12 Schools

We collaborate with special educators and classroom staff on a daily basis, supporting them in their mission to help students with autism achieve individualized education plans. 

K-12 Districts

Special educators are among those in the highest demand and are the most scarce. That's why we ensured our program maintains fidelity as it scales across multiple sites, without additional staff.

State DOEs

We work with leaders to explore innovate assistive technologies, plan new research initiatives, and craft effective value-add or supplemental funding for special education populations.

Therapy Centers

Our program's flexibility and ease of implementation means you can improve outcomes whether you are seeking a communication tool for your therapy center or assistive technology to support transitions.

Researchers

We believe that technology must be informed by quantitative and qualitative research, we strive to partner with as many researchers as possible. Reach out and let us know how we can help!

Corporate Responsibility

Community leaders drive local impact. We work with corporate partners to craft programs that cater to the specific needs of their community and provide clear insight on the impact being made.

Ready to improve outcomes for your autistic students?

Become the next of over 400 districts that currently deploy RoboKind's Social-Emotional Program.

The student flew, she increased three grades within a nine month period. Milo and RoboKind are a great opportunity to add a really big tool to your toolbox.

Dr. Shelly Margow

Dr. Shelley Margow
Clinical Director | Children's Therapy Works

Kids who wouldn’t talk before, they’re trying to talk. One student who has pretty severe physical communication when he’s upset—with himself, other people, objects—is using the calm down skills he’s learned from Milo, like taking a deep breath...he’ll initiate those himself, without being reminded by a teacher.

Dr. Shannon Darst

Dr. Shannon Darst
Special Education Teacher | Elgin ISD

Everybody reported that their kids are just glued to him when he’s on. Even if they say, ‘We’re too cool for Milo,’ they still get intrigued. I have found that skills we have gone over and we need to continue to practice, when the robot is giving specific information, they are so much more engaged.

Karen Maladra, Associate Director of Interventions at St. Charles School District 303

Karen Maladra
Associate Director of Interventions | St. Charles School District 303

This is actually the 22nd robot that we’ve put in schools. Because of the outcomes we’ve had so far, the number of other districts in South Carolina have moved forward and purchased the program on their own as well.

Dr. Lisa Raiford, Education Associate for Autism, South Carolina Department of Education

Dr. Lisa Raiford
Education Associate for Autism | South Carolina Department of Education

I feel like when things happen with the Spurs the impact is times ten. It says something when you see a Spurs player engaging with technology or engaging with science. We had some really cool robotics.

Dax Moreno, Board Member at Spurs Give

Dan Moreno
Board Member | Spurs Give

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