# Utilizing Machine Learning for Detecting Harmful Situations by Audio and Text
## 2 Related Work
### AI and ML Application for Children with Special Needs  
Many disabilities fall under the category of special needs, including autism spectrum disorder (ASD), down syndrome, Asperger syndrome, and Rett syndrome, all of which affect both children and adults. ASD is a lifelong neurodevelopmental disorder characterized by impaired reciprocal social communication and a pattern of restricted, often non-adaptive, repetitive behaviors, interests, and activities [11]. One widely accepted cognitive explanation for these symptoms in people with ASD is the theory of mind (ToM). ToM refers to the ability of individuals of imputing mental states, such as emotions, beliefs, and ideas, to oneself and others, predicting the behavior of others on the basis of their mental states, and understanding social cues [12; 13; 14]. Difficulties in performing tasks related to ToM can impair social interaction, including deficits in pragmatic abilities and empathy [15]. These deficits might lead a person to make insulting statements unwittingly or be unaware of verbal bullying. A high prevalence of verbal bullying in children and adults with ASD has been documented, such as name calling and teasing (summarized in [16]).  
In recent years, researchers have expressed a growing interest in using conversational agents and social robots as positive interventions for children with special needs [2]. In particular, several studies have shown that social robots can help improve social skills of children with ASD [17], and some have indicated that a child with ASD might find it easier to interact with a social robot than with a human teacher [18].  
[PERSON] et al. [2] developed a chatbot dedicated to children with ASD to improve their conversation abilities. The chatbot was intended to arouse curiosity in children and improve their understanding of the conversation and used a large question-and-answer corpus.  
[PERSON] et al. [18] provided a comprehensive review of technologies, algorithms, interfaces, and sensors that can sense the children's behavior, train and improve their social abilities, and train individuals to recognize facial emotions, emotional gestures, and emotional situations. They suggested the use of robots to provide feedback and encouragement during skill-learning interventions and emphasized that a child with ASD might find it easier to interact with a robot than with a human teacher. The robot can provide instructions to the child and encourage them.  
Recent research on technology-facilitated diagnosis and treatment of children and adults with ASD has been reviewed by [PERSON] et al. [19]. They focused on the engineering perspective of autism studies and outlined three major delivery types of technology-facilitated autism studies: (1) Computers, game consoles, and mobile devices. (2) Virtual reality systems and devices. (3) Social robots. The first category included the use of serious games, which can be used to train an individual on many different skills in diverse contexts and situations, some of which may simulate real life.  
In our ongoing research, we developed a social agent that should accompany children with special needs in their daily social interactions. Our study differs from the aforementioned studies; in our study, the agent must put itself in the place of the child, and assist him/her in the real world; in the studies described above, the role of the social agent is to be a friend or teacher of the child, and train the child's skills.