A Step Towards Developing Adaptive Robot-Mediated Intervention Architecture (ARIA) for Children With Autism

Abstract

Emerging technology, especially robotic technology, has been shown to be appealing to children with autism spectrum disorders (ASD). Such interest may be leveraged to provide repeatable, accurate and individualized intervention services to young children with ASD based on quantitative metrics. However, existing robot-mediated systems tend to have limited adaptive capability that may impact individualization. Our current work seeks to bridge this gap by developing an adaptive and individualized robot-mediated technology for children with ASD. The system is composed of a humanoid robot with its vision augmented by a network of cameras for real-time head tracking using a distributed architecture. Based on the cues from the child’s head movement, the robot intelligently adapts itself in an individualized manner to generate prompts and reinforcements with potential to promote skills in the ASD core deficit area of early social orienting. The system was validated for feasibility, accuracy, and performance. Results from a pilot usability study involving six children with ASD and a control group of six typically developing (TD) children are presented.

Cognitive rehabilitation system for children with autism spectrum disorder using serious games: A pilot study

“…Besides, the collaborative games may be learned through these robots [19], and these types of system may help to improve fine motor skills such as those in which the use of the wrist is involved [20]. Robot toys can help special needs children to work on social skills, learn new skills and discover the different game modes-in other words, show them that collaborative games also exist [21]. Thus, social robots may become very useful tools in therapy with ASD children [22] [ 23,24] Due to the inclusion of social robots in therapy, it has even observed how the children's limited interests and repetitive behavior have improved [25].…”

“…Thus, social robots may become very useful tools in therapy with ASD children [22] [ 23,24] Due to the inclusion of social robots in therapy, it has even observed how the children's limited interests and repetitive behavior have improved [25]. However, although robots are an effective tool, we should not forget that collaboration from people is always needed in therapy or treatment [21,26]. Not all robots achieve the same objective, and so it is interesting for therapy robots to be equipped with voice technology in order to foster social skills in people with autism [27].…”

Usability feedback of patients and therapists on a conceptual mobile service robot for inpatient and home-based stroke rehabilitation

“…There have been numerous research efforts to validate the use of the NAO robots as tools in therapy for children living with Autism Spectrum Disorder (ASD). Children with ASD were noted to find humanoid robots appealing, more than typically developing children [6,7]. Humanoid and mobile robot research efforts with stroke patients and elderly patients have typically been focused on using the humanoid mobile robot such as Care-o-bot [8] or the Bandit [9] as an exercise coach or helper for performing daily activities.…”

Analysis of the use of a robot to improve social skills in children with autism spectrum disorder

“…Look to the robot is related to eye contact, which is faulty in ASD children (Scassellati et al, 2012), as they usually have absent, reduced or atypical use of eye contact, which is featured as deficit of nonverbal communication and consequently impairs the social interaction (American…, 2013); (2) Touch the robot: a large number of ASD children have sensitivity to physical contact. This is a basic form of communication, being critical to typical physiological development in ASD children, and also help creating the bonding between the parents and the child (Costa et al, 2015;Knapp, 1978); and (3) Imitate the mediator: this ability is important to the development of cognitive, language and social skills and it is usually impaired in ASD children (Bekele et al, 2013;Ingersoll, 2012).…”