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

2014 ◽  
Vol 32 (6) ◽  
pp. 698-709 ◽  
Author(s):  
Emilia I. Barakova ◽  
Prina Bajracharya ◽  
Marije Willemsen ◽  
Tino Lourens ◽  
Bibi Huskens
Keyword(s):  
Humanoid Robot ◽  
Children With Asd

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

2021 ◽  
Vol 150 (4) ◽  
pp. A271-A271
Author(s):  
Kaelin Kinney ◽  
Maria V. Kondaurova ◽  
Karla C. Welch ◽  
Grace M. Kuravackel ◽  
Robert Pennington ◽  
...  
Keyword(s):  
Humanoid Robot ◽  
Speech Characteristics ◽  
Children With Asd

S14-3 Long-term effects of interictal epileptiform discharge on cognitive development and sociality in children with ASD

2020 ◽  
Vol 131 (10) ◽  
pp. e251-e252
Author(s):  
Tetsu Hirosawa ◽  
Paul F. Sowman ◽  
Mina Fukai ◽  
Masafumi Kameya ◽  
Daiki Soma ◽  
...  
Keyword(s):  
Cognitive Development ◽  
Epileptiform Discharge ◽  
Long Term Effects ◽  
Children With Asd ◽  
Interictal Epileptiform Discharge

scholarly journals Developing a protocol and experimental setup for using a humanoid robot to assist children with autism to develop visual perspective taking skills

2019 ◽  
Vol 10 (1) ◽  
pp. 167-179 ◽  
Author(s):  
Luke Jai Wood ◽  
Ben Robins ◽  
Gabriella Lakatos ◽  
Dag Sverre Syrdal ◽  
Abolfazl Zaraki ◽  
...  
Keyword(s):  
Perspective Taking ◽  
Humanoid Robot ◽  
Children With Autism ◽  
Fundamental Aspect ◽  
Visual Perspective ◽  
Inclusion Criteria ◽  
Future Studies ◽  
Visual Perspective Taking ◽  
The World

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.

TUTELAGE AND COLLABORATION FOR HUMANOID ROBOTS

2004 ◽  
Vol 01 (02) ◽  
pp. 315-348 ◽  
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.

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

2013 ◽  
Vol 25 (6) ◽  
pp. 939-948 ◽  
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.

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

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

scholarly journals Exploring the use of a humanoid robot to engage children with Autism Spectrum Disorder (ASD)

2017 ◽  
Author(s):  
Lorenzo Desideri
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum Disorders ◽  
Preschool Children ◽  
Humanoid Robot ◽  
Children With Autism ◽  
Educational Interventions ◽  
Autism Spectrum ◽  
Goal Achievement ◽  
Children With Asd ◽  
Spectrum Disorders

We present a study aimed at exploring whether a humanoid robot may improve the effectiveness of educational interventions targeting children with autism spectrum disorders (ASD). Preliminary results with three preschool children with ASD indicate that interacting with a humanoid robot facilitate engagement and goal achievement in educational activities.

Long-Term Planning and Legal Issues

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.

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

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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