Effect of Robot–Child Interactions on Bilateral Coordination Skills of Typically Developing Children and a Child With Autism Spectrum Disorder: A Preliminary Study

Kaur, Maninderjit; Gifford, Timothy; Marsh, Kerry L.; Bhat, Anjana

doi:10.1123/jmld.1.2.31

Cited by 17 publications

(20 citation statements)

References 15 publications

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“…http://probo.vub.ac.be/Probo/buy.htm Controlled/Wizard of Oz (Anamaria et al 2013 ) Controlled/Wizard of Oz (Vanderborght et al 2012 ) Keepon Keepon is a commercially available toy robot, designed to study social development by interacting with children, not specifically for ASD. More information at: http://www.mykeepon.com Controlled/Wizard of Oz (Kozima et al 2007 ) Controlled/Wizard of Oz (Kozima et al 2009 ) Controlled/Wizard of Oz (Costescu et al 2014 ) Cat robot An early model of a robot with cat design features, non-commercially available, developed by a multi-disciplinary researchers group (for children with ASD) Controlled/Wizard of Oz (Mun et al 2014 ) I-sobot I-sobot is a very small commercially available “humanoid” robot: http://www.isobotrobot.com/eng/ Controlled/Wizard of Oz (Srinivasan et al 2013 ) Controlled/Wizard of Oz (Kaur et al 2013 ) Tito Tito does not seem to be commercially available, it was built using other robot’s existing modular distributed subsystems from https://introlab.3it.usherbrooke.ca/mediawiki-introlab/index.php/CRI Controlled/Wizard of Oz (Duquette et al 2008 ) GIPY b …”

Section: Resultsmentioning

confidence: 99%

Mapping Robots to Therapy and Educational Objectives for Children with Autism Spectrum Disorder

Huijnen

Lexis

Jansens

et al. 2016

J Autism Dev Disord

106

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The aim of this study was to increase knowledge on therapy and educational objectives professionals work on with children with autism spectrum disorder (ASD) and to identify corresponding state of the art robots. Focus group sessions (n = 9) with ASD professionals (n = 53) from nine organisations were carried out to create an objectives overview, followed by a systematic literature study to identify state of the art robots matching these objectives. Professionals identified many ASD objectives (n = 74) in 9 different domains. State of the art robots addressed 24 of these objectives in 8 domains. Robots can potentially be applied to a large scope of objectives for children with ASD. This objectives overview functions as a base to guide development of robot interventions for these children.

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Section: Resultsmentioning

confidence: 99%

Mapping Robots to Therapy and Educational Objectives for Children with Autism Spectrum Disorder

Huijnen

Lexis

Jansens

et al. 2016

J Autism Dev Disord

106

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“…The robot group also demonstrated small improvements in motor performance on the standardized and training-specific tests following training. Our previous proof-of-concept study on 14 TD children and 1 child with autism suggested improvements in children's ability to coordinate actions with social partners following 4 weeks of imitation-based training using the 7-inch humanoid robot, Isobot (Tony, Inc.) [ 92 ]. In the current study, we were able to replicate our previous work and further extend it to a larger sample of children with ASD.…”

Section: Discussionmentioning

confidence: 99%

The Effects of Rhythm and Robotic Interventions on the Imitation/Praxis, Interpersonal Synchrony, and Motor Performance of Children with Autism Spectrum Disorder (ASD): A Pilot Randomized Controlled Trial

Srinivasan

Kaur

Park

et al. 2015

Autism Research and Treatment

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We assessed the effects of three interventions, rhythm, robotic, and standard-of-care, on the imitation/praxis, interpersonal synchrony, and overall motor performance of 36 children with Autism Spectrum Disorder (ASD) between 5 and 12 years of age. Children were matched on age, level of functioning, and services received, prior to random assignment to one of the three groups. Training was provided for 8 weeks with 4 sessions provided each week. We assessed generalized changes in motor skills from the pretest to the posttest using a standardized test of motor performance, the Bruininks-Oseretsky Test of Motor Proficiency, 2nd edition (BOT-2). We also assessed training-specific changes in imitation/praxis and interpersonal synchrony during an early and a late session. Consistent with the training activities practiced, the rhythm and robot groups improved on the body coordination composite of the BOT-2, whereas the comparison group improved on the fine manual control composite of the BOT-2. All three groups demonstrated improvements in imitation/praxis. The rhythm and robot groups also showed improved interpersonal synchrony performance from the early to the late session. Overall, socially embedded movement-based contexts are valuable in promoting imitation/praxis, interpersonal synchrony, and motor performance and should be included within the standard-of-care treatment for children with ASD.

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“…Research on motor impairments has suggested that children with ASD have substantial deficits in basic motor control skills as well as specific impairments in praxis (Fournier et al, 2010; Hallett et al, 1993; Noterdaeme et al, 2002; Jansiewicz et al, 2006; Dewey et al, 2007; Mostofsky et al, 2006; Srinivasan et al, 2013). In terms of basic motor skills, children with ASD demonstrate poor postural control (Minshew et al, 2004; Freitag et al, 2007; Teitelbaum et al, 1998), gait abnormalities (Vilensky et al, 1981; Hallett et al, 1993; Rinehart et al, 2006), as well as impairments in bilateral coordination (Fournier et al, 2010; Kaur et al, 2013; Isenhower et al, 2012; Marsh et al, 2013). Children also demonstrate poor fine motor control including manual dexterity, handwriting, object control, and visuo-motor integration skills (Provost et al, 2009; Berkeley et al, 2001; Green et al, 2002; Miyahara et al, 1997; Sacrey et al, 2014; Khuski et al, 2011; Fuentes et al, 2009; Mayes & Calhoun, 2003, McPhilips et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Comparing motor performance, praxis, coordination, and interpersonal synchrony between children with and without Autism Spectrum Disorder (ASD)

Kaur

Srinivasan

Bhat

2018

Research in Developmental Disabilities

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217

134

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Children with Autism Spectrum Disorder (ASD) have basic motor impairments in balance, gait, and coordination as well as autism-specific impairments in praxis/motor planning and interpersonal synchrony. Majority of the current literature focuses on isolated motor behaviors or domains. Additionally, the relationship between cognition, symptom severity, and motor performance in ASD is unclear. We used a comprehensive set of measures to compare gross and fine motor, praxis/imitation, motor coordination, and interpersonal synchrony skills across three groups of children between 5 and 12 years of age: children with ASD with high IQ (HASD), children with ASD with low IQ (LASD), and typically developing (TD) children. We used the Bruininks-Oseretsky Test of Motor Proficiency and the Bilateral Motor Coordination subtest of the Sensory Integration and Praxis Tests to assess motor performance and praxis skills respectively. Children were also examined while performing simple and complex rhythmic upper and lower limb actions on their own (solo context) and with a social partner (social context). Both ASD groups had lower gross and fine motor scores, greater praxis errors in total and within various error types, lower movement rates, greater movement variability, and weaker interpersonal synchrony compared to the TD group. In addition, the LASD group had lower gross motor scores and greater mirroring errors compared to the HASD group. Overall, a variety of motor impairments are present across the entire spectrum of children with ASD, regardless of their IQ scores. Both, fine and gross motor performance significantly correlated with IQ but not with autism severity; however, praxis errors (mainly, total, overflow, and rhythmicity) strongly correlated with autism severity and not IQ. Our study findings highlight the need for clinicians and therapists to include motor evaluations and interventions in the standard-of-care of children with ASD and for the broader autism community to recognize dyspraxia as an integral part of the definition of ASD.

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Effect of Robot–Child Interactions on Bilateral Coordination Skills of Typically Developing Children and a Child With Autism Spectrum Disorder: A Preliminary Study

Cited by 17 publications

References 15 publications

Mapping Robots to Therapy and Educational Objectives for Children with Autism Spectrum Disorder

Mapping Robots to Therapy and Educational Objectives for Children with Autism Spectrum Disorder

The Effects of Rhythm and Robotic Interventions on the Imitation/Praxis, Interpersonal Synchrony, and Motor Performance of Children with Autism Spectrum Disorder (ASD): A Pilot Randomized Controlled Trial

Comparing motor performance, praxis, coordination, and interpersonal synchrony between children with and without Autism Spectrum Disorder (ASD)

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