Robots supporting play for children with physical disabilities: Exploring the potential of IROMEC

Heuvel, Renée J.F. van den; Lexis, Monique A. S.; Janssens, Rianne M.L.; Marti, Patrizia; Witte, Luc de

doi:10.3233/tad-160166

Cited by 15 publications

(6 citation statements)

References 13 publications

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“…Recently, there have appeared numerous papers showing the influence of intervention programmes aimed at increasing the incidence of PA in children with disabilities [19][20][21][22][23][24][25][26][27]. The studies show that children are not always rightly granted auxiliary or counselling benefits regarding physical activity [26].…”

Section: Discussionmentioning

confidence: 99%

Physical activity of children and youth with disabilities

Piłatowicz¹,

Zdunek²,

Molik³

et al. 2018

areh

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Introduction: Physical activity is defined as every movement performed by skeletal muscles above resting metabolic rate. It is important for children and youth as it contributes to appropriate emotional, social and somatic development. It may be limited by developmental disorders, diseases and disabilities. The aim of the work was to review the literature regarding physical activity of children and youth with motor disabilities. Material and methods: The literature review was performed with the use of EBSCO and PubMed databases. The study inclusion criteria were as follows: publication in the English, Spanish or Polish language (1), abstract and/or title of the work included phrases "physical activity" and "children" and "disability" or "children with disabilities" and "fitness" and "activity" or "performance" and "children with disabilities" and "physical activity" (2), the work was published in the years 2011-2018 (3), it is available as a full-text article (4) and it comes from a scientific journal (5). Results: As a result of the literature review, 516 articles were found, out of which 66 were found in EBSCO and 450 in PubMed. Ultimately, 35 papers which fulfilled the inclusion criteria (27 original articles and 8 reviews) were qualified for the study. Conclusions: Persons with disabilities take up any forms of physical activity considerably less frequently than functionally fit individuals. Barriers which hinder taking up physical activity by children with disabilities are constituted mainly by environmental, psychological and physical factors. In order to assess physical activity of children and youth with disabilities, accelerometers, endurance tests, participation and quality of life questionnaires and interviews are applied most frequently. physical activity, children and youth with disabilities, adaptation, disability Streszczenie Wstęp: Aktywność fizyczna to każdy ruch wykonany przez mięśnie szkieletowe organizmu powyżej tempa metabolizmu spoczynkowego. Jest ona ważna dla dzieci i młodzieży, gdyż kształtuje prawidłowy rozwój emocjonalny, społeczny i somatyczny. Może być ograniczona przez zaburzenia rozwojowe, choroby oraz niepełnosprawność. Celem pracy był przegląd piśmiennictwa dotyczący aktywności fizycznej podejmowanej przez dzieci i młodzież z niepełnosprawnością narządu ruchu.

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Section: Discussionmentioning

confidence: 99%

Physical activity of children and youth with disabilities

Piłatowicz¹,

Zdunek²,

Molik³

et al. 2018

areh

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show abstract

“…During a baseline interview, each professional was asked to determine goals for each of the children and to rate the importance and level of difficulty associated with each goal on a baseline form (scales 1–5). A checklist with the goal overview from our former study was used to help the professional to think about possible goals ( van den Heuvel et al ., 2017 ). After the sixth session, a follow-up interview was conducted in which the participants were asked to complete the follow-up form (scales 1–5) to evaluate the level of difficulty associated with each goal.…”

Section: Participants and Methodsmentioning

confidence: 99%

“…A previous study on robots for children with severe physical disabilities showed that play is an important aim related to interventions with robots ( van den Heuvel et al ., 2017 ). Play as goal in itself came up as one of the main domains in the goal overview ( van den Heuvel et al ., 2017 ). For this reason, the outcome measure playfulness was chosen.…”

Section: Participants and Methodsmentioning

confidence: 99%

Robot ZORA in rehabilitation and special education for children with severe physical disabilities: a pilot study

Heuvel

Lexis

Witte

2017

International Journal of Rehabilitation Research

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The aim of this study was to explore the potential of ZORA robot-based interventions in rehabilitation and special education for children with severe physical disabilities. A two-centre explorative pilot study was carried out over a 2.5-month period involving children with severe physical disabilities with a developmental age ranging from 2 to 8 years. Children participated in six sessions with the ZORA robot in individual or in group sessions. Qualitative and quantitative methods were used to collect data on aspects of feasibility, usability, barriers and facilitators for the child as well as for the therapist and to obtain an indication of the effects on playfulness and the achievement of goals. In total, 17 children and seven professionals participated in the study. The results of this study show a positive contribution of ZORA in achieving therapy and educational goals. Moreover, sessions with ZORA were indicated as playful. Three main domains were indicated to be the most promising for the application of ZORA: movement skills, communication skills and cognitive skills. Furthermore, ZORA can contribute towards eliciting motivation, concentration, taking initiative and improving attention span of the children. On the basis of the results of the study, it can be concluded that ZORA has potential in therapy and education for children with severe physical disabilities. More research is needed to gain insight into how ZORA can be applied best in rehabilitation and special education.

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“…The results show that the application of intelligent robots like IROMEC for children with severe physical disabilities is positive and worthwhile, but usability and feasibility are crucial. Similarly, Van Den Heuvel et al (2017b) used the IROMEC robot to improve rehabilitation and special education for children with severe physical disabilities. The existing use cases of IROMEC provide the potential to support childhood playing with severe physical disabilities, especially movement functions, learning and applying knowledge, communication/interpersonal interactions and relationships.…”

Section: Iromecmentioning

confidence: 99%

The key artificial intelligence technologies in early childhood education: a review

Yi,

Liu,

Lan

2024

Artif Intell Rev

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Artificial Intelligence (AI) technologies have been applied in various domains, including early childhood education (ECE). Integration of AI educational technology is a recent significant trend in ECE. Currently, there are more and more studies of AI in ECE. To date, there is a lack of survey articles that discuss the studies of AI in ECE. In this paper, we provide an up-to-date and in-depth overview of the key AI technologies in ECE that provides a historical perspective, summarizes the representative works, outlines open questions, discuss the trends and challenges through a detailed bibliometric analysis, and provides insightful recommendations for future research. We mainly discuss the studies that apply AI-based robots and AI technologies to ECE, including improving the social interaction of children with an autism spectrum disorder. This paper significantly contributes to provide an up-to-date and in-depth survey that is suitable as introductory material for beginners to AI in ECE, as well as supplementary material for advanced users.

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Robots supporting play for children with physical disabilities: Exploring the potential of IROMEC

Cited by 15 publications

References 13 publications

Physical activity of children and youth with disabilities

Physical activity of children and youth with disabilities

Robot ZORA in rehabilitation and special education for children with severe physical disabilities: a pilot study

The key artificial intelligence technologies in early childhood education: a review

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