Response prompting for intelligent robot instruction of students with intellectual disabilities

Reardon, Christopher; Zhang, Hao; Wright, Rachel; Parker, Lynne E.

doi:10.1109/roman.2015.7333651

Cited by 6 publications

(2 citation statements)

References 21 publications

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“…Scenarios were presented based on whether a participant successfully answered a question, and this simple rule-based method resulted in learning gains across all users. Additional studies have expanded rule-based approaches for sequential interactions using hierarchical decision trees (Kidd and Breazeal, 2008 ; Reardon et al, 2015 ). Furthermore, in a study setup similar to ours, Scassellati et al ( 2018 ) developed a personalized SAR system for month-long interventions with children with ASD.…”

Section: Introductionmentioning

confidence: 99%

Long-Term Personalization of an In-Home Socially Assistive Robot for Children With Autism Spectrum Disorders

et al. 2019

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Socially assistive robots (SAR) have shown great potential to augment the social and educational development of children with autism spectrum disorders (ASD). As SAR continues to substantiate itself as an effective enhancement to human intervention, researchers have sought to study its longitudinal impacts in real-world environments, including the home. Computational personalization stands out as a central computational challenge as it is necessary to enable SAR systems to adapt to each child's unique and changing needs. Toward that end, we formalized personalization as a hierarchical human robot learning framework (hHRL) consisting of five controllers (disclosure, promise, instruction, feedback, and inquiry) mediated by a meta-controller that utilized reinforcement learning to personalize instruction challenge levels and robot feedback based on each user's unique learning patterns. We instantiated and evaluated the approach in a study with 17 children with ASD, aged 3 to 7 years old, over month-long interventions in their homes. Our findings demonstrate that the fully autonomous SAR system was able to personalize its instruction and feedback over time to each child's proficiency. As a result, every child participant showed improvements in targeted skills and long-term retention of intervention content. Moreover, 1 arXiv:1911.07992v1 [cs.RO] 18 Nov 2019 Clabaugh et al. Long-Term Personalization of a Home Robot for Children with ASDall child users were engaged for a majority of the intervention, and their families reported the SAR system to be useful and adaptable. In summary, our results show that autonomous, personalized SAR interventions are both feasible and effective in providing long-term in-home developmental support for children with diverse learning needs.

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Section: Introductionmentioning

confidence: 99%

Long-Term Personalization of an In-Home Socially Assistive Robot for Children With Autism Spectrum Disorders

et al. 2019

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“…The majority of the applications we encountered in our review were concerned with supporting users with physical tasks. However we found that when we focused specifically on young people the focus was more likely to be on cognitive development, education, therapy and improving social skills (Esubalew et al, 2012;Shamsuddin et al, 2012;Chuah et al, 2014;Goulart et al, 2014;Wainer et al, 2014;Barakova et al, 2015;Costa et al, 2015;Reardon et al, 2015;Shukla et al, 2015;Beer, Boren and Liles, 2016;Yun et al, 2016;Conti et al, 2017;Esteban et al, 2017;Conti et al, 2018;Silvera-Tawil, Bradford and Roberts-Yates, 2018;Cao et al, 2019;Clark et al, 2019;Koumpouros, 2021;Panceri et al, 2021). Specifically, we found that many of these studies consider children labelled with autism.…”

Section: Disability and Autonomous Systems Researchmentioning

confidence: 91%

Trustworthy Autonomous Systems and Disabled Young People: A Critical Literature Review

White¹,

Picardi²,

Paterson³

et al. 2023

Preprint

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Autonomous robotic and AI assistive systems are becoming increasingly prevalent in public and private spheres—often heralded as having the potential to revolutionise the everyday lives of disabled people. The reality could not be more different: disabled young people are routinely excluded from such spheres and, significantly, from the recent efforts to ensure that autonomous systems are trustworthy. Our critical literature review explores how trustworthy autonomous systems (TAS) can be framed within a critical disability studies perspective. We introduce the field of TAS and explore the interdisciplinary field of critical disability studies. This brings us to a key question: how is disability conceptualised, methodologically explored and represented in the TAS literature? We address this question by considering the ways in which disability and TAS have hitherto connected in the literature. We conclude with suggestions for future research and innovation that place disabled young people at the core of research and innovation in TAS.

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Emerging Technology for Students with Intellectual Disability

Mena¹,

Felix²,

Ostos³

et al. 2019

Handbook of Intellectual Disabilities

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Response prompting for intelligent robot instruction of students with intellectual disabilities

Cited by 6 publications

References 21 publications

Long-Term Personalization of an In-Home Socially Assistive Robot for Children With Autism Spectrum Disorders

Long-Term Personalization of an In-Home Socially Assistive Robot for Children With Autism Spectrum Disorders

Trustworthy Autonomous Systems and Disabled Young People: A Critical Literature Review

Emerging Technology for Students with Intellectual Disability

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