Kim Adams

Direct control of a computer from the human central nervous system

We describe an invasive alternative to externally applied brain-computer interface (BCI) devices. This system requires implantation of a special electrode into the outer layers of the human neocortex. The recorded signals are transmitted to a nearby receiver and processed to drive a cursor on a computer monitor in front of the patient. Our present patient has learned to control the cursor for the production of synthetic speech and typing.

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 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.

The effect of context priming and task type on augmentative communication performance.

Augmentative and Alternative Communication (AAC) devices include special purpose electronic devices that generate speech output and are used by individuals to augment or replace vocal communication. Word prediction, including context specific prediction, has been proposed to help overcome barriers to the use of these devices (e.g., slow communication rates and limited access to situation-related vocabulary), but has not been tested in terms of effects during actual task performance. In this study, we compared AAC device use, task performance, and user perceptions across three tasks, in conditions where the AAC device used either was, or was not, primed with task specific vocabularies. The participants in this study were adults with normal physical, cognitive, and communication abilities. Context priming had a marginally significant effect on AAC device use as measured by keystroke savings; however, these advantages did not translate into higher level measures of rate, task performance, or user perceptions. In contrast, there were various statistically significant process and performance differences across task type. Additionally, results for two different emulations of human performance showed significant keystroke savings across context conditions. However, these effects were mitigated in actual performance and did not translate into keystroke savings. This indicates to AAC device designers and users that keystroke-based measures of device use may not be predictive of high level performance.

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.

Access to hands-on mathematics measurement activities using robots controlled via speech generating devices: Three case studies

Abstract Purpose: To examine how using a robot controlled via a speech generating device (SGD) influences the ways students with physical and communication limitations can demonstrate their knowledge in math measurement activities. Method: Three children with severe physical disabilities and complex communication needs used the robot and SGD system to perform four math measurement lessons in comparing, sorting and ordering objects. The performance of the participants was measured and the process of using the system was described in terms of manipulation and communication events. Stakeholder opinions were solicited regarding robot use. Results: Robot use revealed some gaps in the procedural knowledge of the participants. Access to both the robot and SGD was shown to provide several benefits. Stakeholders thought the intervention was important and feasible for a classroom environment. Conclusions: The participants were able to participate actively in the hands-on and communicative measurement activities and thus meet the demands of current math instruction methods. Implications for Rehabilitation Current mathematics pedagogy encourages doing hands-on activities while communicating about concepts. Adapted Lego robots enabled children with severe physical disabilities to perform hands-on length measurement activities. Controlling the robots from speech generating devices (SGD) enabled the children, who also had complex communication needs, to reflect and report on results during the activities. By using the robots combined with SGDs, children both exhibited their knowledge of and experienced the concepts of mathematical measurements.

Playfulness in Children with Limited Motor Abilities When Using a Robot

ABSTRACT Aims: Children with limited gross motor and manual abilities have fewer opportunities to engage in free play. We investigated the effect of a robotic intervention on the playfulness of children with cerebral palsy (CP). Methods: We used a partially nonconcurrent multiple baseline design with four children and their mothers. Children were classified in level IV or V on the Gross Motor Function and Manual Ability Classification Systems. The intervention was the availability of an adapted Lego robot during a 15-min free play session between the child and mother. There were two sessions per week for about 14 weeks. Playfulness was measured using the Test of Playfulness. Results: Statistical comparisons using the 2 SD band and X-moving range chart methods revealed that all the childrens levels of playfulness increased significantly while they played with the robot. Comparison of baseline and follow-up phase indicated that three children had retention of improved level of playfulness. Conclusion: Play with adapted Lego robots increased the level of playfulness in all four children during free play with their mothers. The findings have implications for providing children with limitations in motor abilities opportunities for free play with family and friends.

Haptics to improve task performance in people with disabilities: A review of previous studies and a guide to future research with children with disabilities

This review examines the studies most pertinent to the potential of haptics on the functionality of assistive robots in manipulation tasks for use by children with disabilities. Haptics is the fast-emerging science that studies the sense of touch concerning the interaction of a human and his/her environment; this paper particularly studies the human–machine interaction that happens through a haptic interface to enable touch feedback. Haptics-enabled user interfaces for assistive robots can potentially benefit children whose haptic exploration is impaired due to a disability in their infancy and throughout their childhood. A haptic interface can provide touch feedback and potentially contribute to an enhancement in perception of objects and overall ability to perform manipulation tasks. The intention of this paper is to review the research on the applications of haptics, exclusively focusing on attributes affecting task performance. A review of studies will give a retrospective insight into previous research with various disability populations, and inform potential limitations/challenges in research regarding haptic interfaces for assistive robots for use by children with disabilities.

Robot Assisted Play for Children with Disabilities

Children learn through interacting with their environment. Most children develop their cognitive and linguistic abilities though play interactions. The Lego Mindstorms Robotic Invention SystemT is a tool that children with physical disabilities can use to facilitate play interactions. Over a four week period, a single participant learned how to use two Lego Mindstorms robots in play activities. The participant was able to achieve planned control over the robots by using head-mounted switches and a switch-adapted remote control. He demonstrated quick learning with various types of interactive play activities. The Lego Mindstorms Robotic Invention System was found to be a valuable tool for observing how children with physical disabilities can learn through play interactions.