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Robot-mediated therapy is an emerging field of research seeking to improve therapy for children with Autism Spectrum Disorder (ASD). Current approaches to autonomous robot-mediated therapy often focus on having a robot teach a single skill to children with ASD and lack a personalized approach to each individual. More recently, Learning from Demonstration (LfD) approaches are being explored to teach socially assistive robots to deliver personalized interventions after they have been deployed but these approaches require large amounts of demonstrations and utilize learning models that cannot be easily interpreted. In this work, we present a LfD system capable of learning the delivery of autism therapies in a data-efficient manner utilizing learning models that are inherently interpretable. The LfD system learns a behavioral model of the task with minimal supervision via hierarchical clustering and then learns an interpretable policy to determine when to execute the learned behaviors. The system is able to learn from less than an hour of demonstrations and for each of its predictions can identify demonstrated instances that contributed to its decision. The system performs well under unsupervised conditions and achieves even better performance with a low-effort human correction process that is enabled by the interpretable model. 

Turn-taking is a fundamental behavior during human interactions and robots must be capable of turn-taking to interact with humans. Current state-of-the-art approaches in turn-taking focus on developing general models to predict the end of turn (EoT) across all contexts. This demands an all-inclusive verbal and non-verbal behavioral dataset from all possible contexts of interaction. Before robot deployment, gathering such a dataset may be infeasible and/or impractical. More importantly, a robot needs to predict the EoT and decide on the best time to take a turn (i.e, start speaking). In this research, we present a learning from demonstration (LfD) system for a robot to learn from demonstrations, after it has been deployed, to make decisions on the appropriate time for taking a turn within specific social interaction contexts. The system captures demonstrations of turn-taking during social interactions and uses these demonstrations to train a LSTM RNN based model to replicate the turn-taking behavior of the demonstrator. We evaluate the system for teaching the turn-taking behavior of an interviewer during a job interview context. Furthermore, we investigate the efficacy of verbal, prosodic, and gestural cues for deciding when to begin a turn.