Long-term LEGO therapy with humanoid robot for children with ASD

AbstractVisual Perspective Taking (VPT) is the ability to see the world from another person’s perspective, taking into account what they see and how they see it, drawing upon both spatial and social information. Children with autism often find it difficult to understand that other people might have perspectives, viewpoints, beliefs and knowledge that are different from their own, which is a fundamental aspect of VPT. In this research we aimed to develop a methodology to assist children with autism develop their VPT skills using a humanoid robot and present results from our first long-term pilot study. The games we devised were implemented with the Kaspar robot and, to our knowledge, this is the first attempt to improve the VPT skills of children with autism through playing and interacting with a humanoid robot.We describe in detail the standard pre- and post-assessments that we performed with the children in order to measure their progress and also the inclusion criteria derived fromthe results for future studies in this field. Our findings suggest that some children may benefit from this approach of learning about VPT, which shows that this approach merits further investigation.

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TUTELAGE AND COLLABORATION FOR HUMANOID ROBOTS

International Journal of Humanoid Robotics ◽

10.1142/s0219843604000150 ◽

2004 ◽

Vol 01 (02) ◽

pp. 315-348 ◽

Cited By ~ 85

Author(s):

CYNTHIA BREAZEAL ◽

ANDREW BROOKS ◽

JESSE GRAY ◽

GUY HOFFMAN ◽

CORY KIDD ◽

...

Keyword(s):

Social Learning ◽

Social Interactions ◽

Learning Theory ◽

Situated Learning ◽

Humanoid Robot ◽

Humanoid Robots ◽

Theoretical Framework ◽

Daily Lives ◽

Joint Intention

This paper presents an overview of our work towards building socially intelligent, cooperative humanoid robots that can work and learn in partnership with people. People understand each other in social terms, allowing them to engage others in a variety of complex social interactions including communication, social learning, and cooperation. We present our theoretical framework that is a novel combination of Joint Intention Theory and Situated Learning Theory and demonstrate how this framework can be applied to develop our sociable humanoid robot, Leonardo. We demonstrate the robot's ability to learn quickly and effectively from natural human instruction using gesture and dialog, and then cooperate to perform a learned task jointly with a person. Such issues must be addressed to enable many new and exciting applications for robots that require them to play a long-term role in people's daily lives.

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Development of an Exercise Support System for the Elderly Which Uses a Small Humanoid Robot

Journal of Robotics and Mechatronics ◽

10.20965/jrm.2013.p0939 ◽

2013 ◽

Vol 25 (6) ◽

pp. 939-948 ◽

Cited By ~ 1

Author(s):

Masataka Hirano ◽

◽

Naohiko Hanajima ◽

Keigo Urita ◽

Satoru Muto ◽

...

Keyword(s):

Support System ◽

Humanoid Robot ◽

The Elderly ◽

Elderly Subjects ◽

Motion Sensor ◽

Prototype System ◽

Term Care ◽

Pose Detection ◽

Young Subjects

The increasing number of senior citizens who need long-term care or rehabilitation has become a serious issue, especially considering the increasing aging population and declining birthrate. To maintain one’s motor functions and improve one’s muscle strength or range of motion, it is important to continue exercising constantly. We have developed a prototype exercise support system that aim to promote and evaluate exercise of users. This system includes a small humanoid robot presenting the exercises, amotion sensor, a touch panel, a laptop PC to control other devices, and other parts. We propose a method of detecting the specific poses of the users from the skeleton data of the motion sensor. We use a questionnaire to evaluate the system’s effect on the promotion of exercise and the users’ understanding of the movements of the robot, and we use a motion sensor to evaluate motion recognition of the users during the exercises. The system is tested by young people and also elderly staying in a geriatric health service facility. The questionnaire results indicate that the elderly subjects react positively to the exercises. The pose detection method shows a correct answer rate of 94% for the young subjects and 87% for the elderly subjects. It is confirmed that the prototype system can be put into practice use.

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Speech characteristics of children with ASD to a humanoid robot and peers

10.1121/2.0001519 ◽

2021 ◽

Author(s):

Kaelin Kinney ◽

Maria V. Kondaurova ◽

Karla C. Welch ◽

Grace M. Kuravackel ◽

Robert Pennington ◽

...

Keyword(s):

Humanoid Robot ◽

Speech Characteristics ◽

Children With Asd

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Long-Term Planning and Legal Issues

Caring for Autism ◽

10.1093/oso/9780190259358.003.0014 ◽

2018 ◽

Author(s):

Michael Ellis

Keyword(s):

Special Needs ◽

Support Groups ◽

Text Message ◽

Legal Issues ◽

Phone Call ◽

Specific Situation ◽

Financial Decisions ◽

Legal Advice ◽

Children With Asd

Please be aware that I am not an attorney and the following information should not be considered legal advice. The information contained in this chapter is what I have learned as a parent of a child with autism spectrum disorder (ASD) and as a doctor trying to help those with ASD navigate complex legal and financial decisions. I recommend all parents of children with ASD develop a relationship with a licensed attorney with experience in special needs in their jurisdiction. As this chapter details, there are many different legal issues you and your child may encounter as your child matures into adulthood. Having an attorney who is familiar with your specific situation and your child can be very reassuring should legal needs arise. If you have the financial capacity to place some funds in a retainer with an attorney so that they are available any time you need for a quick e-mail, phone call, or text message, it is often worth the expense and peace of mind. Parents can usually locate attorneys with experience in special needs by contacting their local bar associations, many of which maintain formal referral programs. Also, many autism support groups maintain lists of attorneys who specialize in various aspects of the law relevant to children with ASD. Your child’s medical providers may also be able to provide referrals. If you are like most parents of a child with ASD, you are overwhelmed with even the thought of long-term planning. You are likely thinking, “It is hard enough making it day by day, let alone considering long-term planning.” The truth is that most of us avoid thinking of the future because it is too frightening and uncertain. There is also little guidance from healthcare professionals on this very complex issue. However, much relief can be found in achieving a plan for your child’s future. Do not wait. It is important to talk with a financial planner when your child is young.

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School Readiness for Children With Autism Spectrum Disorder: Critical Gaps and Call for Research

Focus on Autism and Other Developmental Disabilities ◽

10.1177/10883576211028206 ◽

2021 ◽

pp. 108835762110282

Author(s):

Amy K. Izuno-Garcia ◽

Emily R. Jellinek ◽

Georgina J. Rosenbrock ◽

Milena A. Keller-Margulis ◽

Sarah S. Mire

Keyword(s):

Autism Spectrum Disorder ◽

School Readiness ◽

Children With Autism ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Life Outcomes ◽

Long Term Outcomes ◽

Children With Asd ◽

Readiness Skills

Students who enter kindergarten without school readiness skills are more likely to demonstrate academic, behavioral, and social struggles during school. Children with autism spectrum disorder (ASD) are particularly at risk for underdeveloped school readiness skills, which can undermine academic achievement, and result in poor long-term outcomes. The purpose of this article is to synthesize literature that aligns with a widely used Office of Head Start’s model of school readiness, applied to children with ASD, and to present critical gaps in research and opportunities for practice that may improve school readiness in this population. Research in this area may ultimately help to enhance service delivery that improves preparation for school and, therefore, later academic and long-term life outcomes for students with ASD.

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Case study assessing the feasibility of using a wearable haptic device or humanoid robot to facilitate transitions in occupational therapy sessions for children with autism spectrum disorder

Journal of Rehabilitation and Assistive Technologies Engineering ◽

10.1177/20556683211049041 ◽

2021 ◽

Vol 8 ◽

pp. 205566832110490

Author(s):

Audrée Jeanne Beaudoin ◽

Frédérique Pedneault ◽

Marina Houle ◽

Cynthia Bilodeau ◽

Marie-Pier Gauvin ◽

...

Keyword(s):

Autism Spectrum Disorder ◽

Occupational Therapy ◽

Humanoid Robot ◽

Single Case ◽

Children With Autism ◽

Autism Spectrum ◽

Haptic Device ◽

Spectrum Disorder ◽

Children With Asd ◽

Therapy Sessions

Introduction Some children with autism spectrum disorder (ASD) have difficulties with transitions that may lead to problem behaviours. Although the use of technologies with children with ASD is receiving increasing attention, no study has looked at their effect on transitions in activities of daily living. This study aimed to document the feasibility of (1) using two intervention technologies (NAO humanoid robot or wearable haptic device) separately to facilitate transitions in occupational therapy sessions for children with ASD and (2) the method used to document changes. Methods Using a single case reversal (ABA) design, two children with ASD were randomly assigned to one of the intervention technologies (humanoid robot or haptic bracelet). Each technology was used as an antecedent to stimulate the start of transitions in eight intervention sessions at a private occupational therapy clinic. Data concerning the time required for transitions, child’s behaviours during transitions at the clinic and mother’s perception of the child’s performance in transitions at home were analysed graphically. Results When using technology, both children’s behaviours were appropriate, quick and relatively stable. Also, both mothers reported improved perceptions of their child’s performance in transitions. Conclusions This exploratory study suggests no detrimental effect of using these technologies.

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