Initial Response in HRI- a Case Study on Evaluation of Child with Autism Spectrum Disorders Interacting with a Humanoid Robot NAO

Shamsuddin, Syamimi; Yussof, Hanafiah; Ismail, Luthffi Idzhar; Mohamed, Salina; Hanapiah, Fazah Akhtar; Zahari, Nur Ismarrubie

doi:10.1016/j.proeng.2012.07.334

Cited by 130 publications

(83 citation statements)

References 22 publications

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“…NAO has pioneered the use of robotic toys as therapeutic and educational aides and it is widely used in SAR (e.g. [33,63,64]), particularly in acceptance studies (e.g. [53,65]).…”

Section: The Nao Humanoid Robotic Platformmentioning

confidence: 99%

Robots in Education and Care of Children with Developmental Disabilities: A Study on Acceptance by Experienced and Future Professionals

Conti

Nuovo

Buono

et al. 2016

Int J of Soc Robotics

145

105

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Research in the area of robotics has made available numerous possibilities for further innovation in the education of children, especially in the rehabilitation of those with learning difficulties and/or intellectual disabilities. Despite the scientific evidence, there is still a strong scepticism against the use of robots in the fields of education and care of people. Here we present a study on the acceptance of robots by experienced practitioners (specialized in the treatment of intellectual disabilities) and university students in psychology and education sciences (as future professionals). The aim is to examine the factors, through the Unified Theory of Acceptance and Use of Technology (UTAUT) model, that may influence the decision to use a robot as an instrument in the practice. The overall results confirm the applicability of the model in the context of education and care of children, and suggest a positive attitude towards the use of the robot. The comparison highlights some scepticism among the practitioners, who perceive the robot as an expensive and limited tool, while students show a positive perception and a significantly higher willingness to use the robot. From this experience, we formulate the hypothesis that robots may be accepted if more integrated with standard rehabilitation protocols in a way that benefits can outweigh the costs.

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“…NAO has pioneered the use of robotic toys as therapeutic and educational aides and it is widely used in SAR (e.g. [33,63,64]), particularly in acceptance studies (e.g. [53,65]).…”

Section: The Nao Humanoid Robotic Platformmentioning

confidence: 99%

Robots in Education and Care of Children with Developmental Disabilities: A Study on Acceptance by Experienced and Future Professionals

Conti

Nuovo

Buono

et al. 2016

Int J of Soc Robotics

145

105

View full text Add to dashboard Cite

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“…One challenge common to all these interventions is maintaining engagement over the many hours of practice they require, particularly given that the interaction may not have any inherent appeal for the child. "The children with autism had been diagnosed using ADI-R and ADOS-G, [...] as high functioning autism" (Pioggia et al, 2007) Kaspar Low; robot is directly controlled by user "a six year old girl with severe autism," "a child with severe autism," "a 16-year old teenager with autism who is not tolerating any other children in any play or other task oriented activities" (Robins, Dautenhahn, & Dickerson, 2009) Keepon Intermediate; robot has a simplified body and simplified social behavior "At CA 1:11 (chronological age of 1 year and 11 months), her mental age (MA) was estimated at 0:10 by Kyoto Scale of Psychological Development", "MA 1:7 at CA 3:1; no apparent language", "MA/cognition 3:2 and MA/language 4:3 at CA 4:6" (Kozima, Nakagawa, & Yasuda, 2007) Nao Intermediate to high; robot speaks, blinks eyes, and plays a song game (Shamsuddin et al, 2012), or robot imitates child behavior (Tapus et al, 2012) "K can be classified as having high-functioning autism" (Shamsuddin et al, 2012); "cognitive abilities are equivalent of a 3 year old child and his language abilities of a 2 year old child"; "language abilities are equivalent to those of a 2 year old child, and his cognitive level of a 3-year old"; "language abilities are equivalent to those of a 1 and a half year old child, and his cognitive level of a 2 year old"; "severe mental retardation and he is nonverbal" (Tapus et al, 2012) Pleo Intermediate to high; dinosaur robot reacting to participants' prosody "ASD and control groups were well matched on verbal and cognitive abilities, with all participants having Verbal and Performance (or nonverbal) IQ above 70" (Kim, Paul, Shic, & Scassellati, 2012 (Vanderborght et al, 2012) QueBall Low; spherical mobile robot "One agitated autistic child"; "Several severely autistic children" (Salter, Davey, & Michaud, 2014) In contrast, technological interventions have been consistently found to hold a great deal of appeal for children with autism and allow them to maintain a "spirit of play" (Colby, 1973) while building social and communicative skills (Moore, McGrath, & Thorpe, 2000;Sansosti & PowellSmith, 2008;Swettenham, 1996;Tanaka et al, 2010;Wainer & Ingersoll, 2011). As the field of computing has advanced, robots have become an increasingly accessible technology, and research in the fields of socially assistive robotics (SAR) (Feil-Seifer & Mataric, 2012), autism therapy, and soci...…”

Section: Background and Related Workmentioning

confidence: 99%

Understanding Agency in Interactions Between ChildrenWith Autism and Socially Assistive Robots

Short¹,

Deng²,

Feil-Seifer³

et al. 2017

Journal of Human-Robot Interaction

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Socially assistive robotics (SAR) has increasingly been shown to have potential as a tool for social skills therapy for children with autism, a developmental disorder associated with atypical social development. This work presents the results of a study of robot agency on child-robot interactions involving children with autism. We describe the development of a SAR interaction scenario with both agent-like and object-like robot behaviors and present the results of a pilot study of six children with autism interacting with a humanoid robot with the full controller, as well as three types of control: a non-humanoid "box" robot with similar behavior (reduced morphological agency), a humanoid robot with random behavior (reduced behavioral agency), and a robotic toy (reduced morphological and behavioral agency). We find that the children can be divided into two groups depending on their reaction to the robot; for some children, the robot was an engaging object that elicited social behavior by providing novel and appealing sensory experiences (primarily bubbleblowing), while for other children, the robot was an agent and elicited social behavior through agentlike actions such as autonomous movement. We found that the first group had small differences between robot conditions and vocalized most with the bubble-blowing toy, while the second group vocalized most with the humanoid robots and looked less at the humanoid portion of the robot with reduced behavioral agency.

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“…The game-based approach using NAO is useful for teaching children how to express their feelings in [23]. There have been special programs developed to help children with ASD in the areas of socialization, communication, and playful behavior through robot-based intervention [24,25]. It is believed that, thanks to some skills of NAO such as blinking eyes and human-like gestures, some children may be encouraged to draw their attention and interact with the robot [26].…”

Section: Discussionmentioning

confidence: 99%

Adaptation of the humanoid robot to speech disfluency therapy

Kwasniewicz

Kuniszyk-Jóźkowiak

Wójcik

et al. 2016

Bio-Algorithms and Med-Systems

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Abstract:The paper describes an application that allows to use a humanoid robot as a stutterer's assistant and therapist. Auditory and visual feedback has been used in the therapy with a humanoid robot. For this purpose, the common method of "echo" was modified. The modification is that the speaker hears delayed speech sounds uttered by the robot. The sounds of speech coming from an external microphone are captured and delayed by a computer and then, using User Datagram Protocol (UDP), sent to the robot's system and played in its speakers. This system allows the elimination of negative feedback and external sound field's noise. The effect of this therapy is enhanced by the fact that, in addition to the effect, relating to the action of the delayed feedback, the speaker has company during the difficult process of speaking. Visual feedback has been realized as changes in the robot's hand movements according to the shape of the speech signal envelope and possibility of controlling speech with a metronome effect.

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Initial Response in HRI- a Case Study on Evaluation of Child with Autism Spectrum Disorders Interacting with a Humanoid Robot NAO

Cited by 130 publications

References 22 publications

Robots in Education and Care of Children with Developmental Disabilities: A Study on Acceptance by Experienced and Future Professionals

Robots in Education and Care of Children with Developmental Disabilities: A Study on Acceptance by Experienced and Future Professionals

Understanding Agency in Interactions Between ChildrenWith Autism and Socially Assistive Robots

Adaptation of the humanoid robot to speech disfluency therapy

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