Albert M. Cook

School-based use of a robotic arm system by children with disabilities

A robotic arm system was developed for use by children who had very severe motor disabilities and varying levels of cognitive and language skills. The children used the robot in a three-task sequence routine to dig objects from a tub of dry macaroni. The robotic system was used in the childs school for 12-15 sessions over a period of four weeks. Goal attainment scaling indicated improvement in all children in operational competence of the robot, and varying levels of gain in functional skill development with the robot and in carryover to the classroom from the robot experiments. Teacher interviews revealed gains in classroom participation, expressive language (vocalizations, symbolic communication), and a high degree of interest by the children in the robot tasks. The teachers also recommended that the robot should have more color, contrast and character, as well as generating sounds and/or music for student cues. They also felt that the robotic system accuracy should be increased so that teacher assistance is not necessary to complete the task.

Development of a robotic device for facilitating learning by children who have severe disabilities

This paper presents technical aspects of a robot manipulator developed to facilitate learning by young children who are generally unable to grasp objects or speak. The severity of these physical disabilities also limits assessment of their cognitive and language skills and abilities. The CRS robot manipulator was adapted for use by children who have disabilities. Our emphasis is on the technical control aspects of the development of an interface and communication environment between the child and the robot arm. The system is designed so that each child has user control and control procedures that are individually adapted. Control interfaces include large push buttons, keyboards, laser pointer, and head-controlled switches. Preliminary results have shown that young children who have severe disabilities can use the robotic arm system to complete functional play-related tasks. Developed software allows the child to accomplish a series of multistep tasks by activating one or more single switches. Through a single switch press the child can replay a series of preprogrammed movements that have a development sequence. Children using this system engaged in three-step sequential activities and were highly responsive to the robotic tasks. This was in marked contrast to other interventions using toys and computer games.

Using Lego Robots to Estimate Cognitive Ability in Children Who Have Severe Physical Disabilities

Purpose. To determine whether low-cost robots provide a means by which children with severe disabilities can demonstrate understanding of cognitive concepts. Method. Ten children, ages 4 to 10, diagnosed with cerebral palsy and related motor conditions, participated. Participants had widely variable motor, cognitive and receptive language skills, but all were non-speaking. A Lego Invention [1] ‘roverbot’ was used to carry out a range of functional tasks from single-switch replay of pre-stored movements to total control of the movement in two dimensions. The level of sophistication achieved on hierarchically arranged play tasks was used to estimate cognitive skills. Results. The 10 children performed at one of the six hierarchically arranged levels from ‘no interaction’ through ‘simple cause and effect’ to ‘development and execution of a plan’. Teacher interviews revealed that children were interested in the robot, enjoyed interacting with it and demonstrated changes in behaviour and social and language skills following interaction. Conclusions. Children with severe physical disabilities can control a Lego robot to perform un-structured play tasks. In some cases, they were able to display more sophisticated cognitive skills through manipulating the robot than in traditional standardised tests. Success with the robot could be a proxy measure for children who have cognitive abilities but cannot demonstrate them in standard testing.

Robots: Assistive technologies for play, learning and cognitive development

Robots have been widely used in rehabilitation. Among the various applications, robots have been developed to assist children with motor disabilities in play and academic activities. Several studies have shown the efficacy of these robot ic tools, not only for allowing children to actively participate in th e activities, with direct impact on the development of their cognitive, social, and linguistic skills, but also as a means to assess c hildrens understanding of cognitive concepts, when stand ard tests cannot be used due to physical or language limitations. In this paper the use of robots for assistive play is reviewed from the perspectives of rehabilitation engineering and robot desi gn, aiming at defining a set of desirable characteristics for such robots. Commercially available robots are then surveyed in comparison to the defined characteristics to evaluate to what extent they can be used as assistive robots for play, learning and cognitive development.

Robot enhanced interaction and learning for children with profound physical disabilities

The goal of this study was to explore how children who have significant physical disabilities could use a robotic arm to interact in a play and exploration activity. These children cannot manipulate toys and other objects to engage in typical play activities with adults or their peers. A robotic arm was used to provide an alternative method to engage in joint play activities. Using the robotic arm, these children were able to engage in play with an adult. For successful play experiences, this activity required manipulation of objects in sequence and turn taking with the adult. Children were able to experience, independently, the mediated manipulation of real objects in the context of a play activity. They demonstrated an ability to interact and to carryout a sequence of steps to complete a play task.

A study of natural eye movement detection and ocular implant movement control using processed EOG signals

This paper describes an intelligent sensor and control system, robotic prosthetic eye system, with artificial eye model, biomedical electrodes and a micro controller. The system intends to provide a rehabilitation ocular implant device that can be used by people with ocular implant. The proposed system can acquire the dynamic natural eye orientation signal, which is sent to the micro controller to control the artificial eye to have the same orientation. This paper starts with a brief review of various eye movement detection methods and then a proposed system is set up to carry out experimental study. Pilot study has demonstrated its potential for clinical applications.

Using a robotic arm system to facilitate learning in very young disabled children

The system allows development of manipulative skills through a flexible and adaptable control system. Arm movements that are of interest to the child can be trained and stored for replay by the child. A flexible set of adapted inputs is provided to accommodate for varying levels of physical and cognitive capabilities in the child. Monitoring and data display functions allow assessment of the childs interaction with the system and of the nature of the learning which is taking place.<<ETX>>

Robot Skills and Cognitive Performance of Preschool Children

Several studies have demonstrated the potential of robots as assistive tools for play activities. Through the use of ro bots, children with motor impairments may be able to manipulate objects and engage in play activities as their typically devel oping peers, thus having the same opportunities to learn cognitive, social, motor and linguistic skills. Robot use can also pr ovide a proxy measure of disabled childrens cognitive abilities by comp aring their performance with that of typically developing children. This paper reports a study with eighteen typically developing children aged three, four and five years to assess at which a ges the cognitive concepts of causality, negation, binary logic, a nd sequencing are demonstrated during Lego robot use.

Evaluation of powered mobility use in home and community environments.

The purpose of this study was to evaluate the use of powered mobility by young individuals with physical disabilities. The four study objectives were to: (a) describe the characteristics of children and adolescents who received powered wheelchairs at eighteen years of age or younger, (b) evaluate the longitudinal use or disuse of powered mobility by these participants, (c) describe the extent and locations of powered mobility use, and (d) explore environmental (i.e., physical, social and attitudinal) barriers and facilitators to successful powered mobility use with the participants and their families. Sixty-six families shared information during a structured telephone interview. The results of this study confirm that younger children are now receiving powered wheelchairs. The results also suggest that powered mobility is reserved for children with the most severe disabilities. Physical and occupational therapists can work collaboratively with more families to explore powered mobility as one of an array of early movement options.

The role of assisted manipulation in cognitive development

Objective: Motor experience plays a central role in cognitive development. Assistive technologies can thus provide augmentative manipulation for children with motor disabilities. This paper explores the use of robots to this end. Method: A revision of studies conducted with typically‐developing children and children with disabilities regarding the use of robots is presented. This revision provides a description of the cognitive skills required and revealed by the child when using a robot. Opportunities for participation and exploration were identified and further research is discussed. Results: Robots provide insight into the cognitive skills of children with motor disabilities. Robots also provide means for independent exploration and participation in learning and play activities. Integration of augmentative manipulation and communication increases interest and participation of children with disabilities. Conclusion: Children with disabilities can use augmentative manipulation systems to independently explore and interact with their environment. Children can use robots as tools providing them with opportunities to reveal and further develop their cognitive skills. Alternative access methods can increase access for children with severe motor disabilities.