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Query: UMLS:C0004352 (autism)
 32,579 document(s) hit in 31,850,051 MEDLINE articles (0.00 seconds)

Successful results have been booked with using robotics in therapy interventions for autism spectrum disorders (ASD). However, to make the best use of robots, the behavior of the robot needs to be tailored to the learning objectives and personal characteristics of each unique individual with ASD. Currently training practices include adaptation of the training programs to the condition of each individual client, based on the particular learning goals or the mood of the client. To include robots in such training will imply that the trainers are enabled to control a robot through an intuitive interface. For this purpose we use a visual programming environment called TiViPE as an interface between robot and trainer, where scenarios for specific learning objectives can easily be put together as if they were graphical LEGO-like building blocks. This programming platform is linked to the NAO robot from Aldebaran Robotics. A process flow for converting trainers' scenarios was developed to make sure the gist of the original scenarios was kept intact. We give an example of how a scenario is processed, and implemented into the clinical setting, and how detailed parts of a scenario can be developed.
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PMID:From training to robot behavior: towards custom scenarios for robotics in training programs for ASD. 2227 85

A number of studies have found that robots can contribute to engagement and motivation in educational settings. We wanted to explore the possibilities and challenges of using a social robot as an assistive tool for learning and training of basic concepts and words. Robots are considered promising tools in language training because they can contribute to systematic interaction and repetition. A prototype was developed using an Aldebaran NAO robot combined with pictures that could be presented on a tablet, PC or on the wall using a projector. The prototype was piloted in two pre-projects with different groups of children learning Norwegian. One project targeted second language learners in a kindergarten and the other targeted young primary school pupils with autism spectrum disorder. Both of these groups need more systematic training than they usually get during the normal kindergarten and school schedule. We wanted to study whether and how the use of a social robot could contribute to more systematic training, increased learning intensity, more repetitions and ultimately more effective language learning. In this paper we present experiences from developing, implementing and using the prototype in the two different settings. The prototype is described, as well as the pedagogical settings of the two pilots. We present results from observations of the children and interviews with teachers and supporting personnel. We discuss differences between the two cases and methodological limitations. Finally, we discuss possibilities and challenges of using robots in language learning and training of children.
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PMID:The Use of Social Robots for Supporting Language Training of Children. 3037 1

Socially assistive robots have shown potential benefits in therapy of child and elderly patients with social and cognitive deficits. In particular, for autistic children, humanoid robots could enhance engagement and attention, thanks to their simplified toy-like appearance and the reduced set of possible movements and expressions. The recent focus on autism-related motor impairments has increased the interest on developing new robotic tools aimed at improving not only the social capabilities but also the motor skills of autistic children. To this purpose, we have designed two embodied mirroring setups using the NAO humanoid robot. Two different tracking systems were used and compared: Inertial Measurement Units and the Microsoft Kinect, a marker-less vision based system. Both platforms were able to mirror upper limb basic movements of two healthy subjects, an adult and a child. However, despite the lower accuracy, the Kinect-based setup was chosen as the best candidate for embodied mirroring in autism treatment, thanks to the lower intrusiveness and reduced setup time. A prototype of an interactive mirroring game was developed and successfully tested with the Kinect-based platform, paving the way to the development of a versatile and powerful tool for clinical use with autistic children.
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PMID:Design and validation of two embodied mirroring setups for interactive games with autistic children using the NAO humanoid robot. 3194 11

We present a dataset of behavioral data recorded from 61 children diagnosed with Autism Spectrum Disorder (ASD). The data was collected during a large-scale evaluation of Robot Enhanced Therapy (RET). The dataset covers over 3000 therapy sessions and more than 300 hours of therapy. Half of the children interacted with the social robot NAO supervised by a therapist. The other half, constituting a control group, interacted directly with a therapist. Both groups followed the Applied Behavior Analysis (ABA) protocol. Each session was recorded with three RGB cameras and two RGBD (Kinect) cameras, providing detailed information of children's behavior during therapy. This public release of the dataset comprises body motion, head position and orientation, and eye gaze variables, all specified as 3D data in a joint frame of reference. In addition, metadata including participant age, gender, and autism diagnosis (ADOS) variables are included. We release this data with the hope of supporting further data-driven studies towards improved therapy methods as well as a better understanding of ASD in general.
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PMID:The DREAM Dataset: Supporting a data-driven study of autism spectrum disorder and robot enhanced therapy. 3282 70

The effectiveness of social robots such as NAO in pedagogical therapies presents a challenge. There is abundant literature focused on therapies using robots with children with autism, but there is a gap to be filled in other educational different needs. This paper describes an experience of using a NAO as an assistant in a logopedic and pedagogical therapy with children with different needs. Even if the initial robot architecture is based on genericbehaviors, the loading and execution time for each specific requirement and the needs of each child in therapy, made it necessary to develop "Adaptive Behaviors". These evolve into an adaptive architecture, appliedto the engineer-therapist-child interaction, requiring the engineer-programmer to be always present during the sessions. Benefits from the point of view of the therapist and the children and the acceptance of NAO in therapy are shown. A robot in speech-therapy sessions can play a positive role in several logopedic aspectsserving as a motivating factor for the children.Future works should be oriented in developing intelligent algorithms so as to eliminate the presence of the engineer-programmer in the sessions. Additional work proposals should consider deepening the psychological aspects of using humanoid robots in educational therapy.
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PMID:Integration of a Social Robot in a Pedagogical and Logopedic Intervention with Children: A Case Study. 3320 27