Collaborative and Inclusive Process with the Autism Community: A Case Study in Colombia About Social Robot Design

Ramírez-Duque, Andrés A.; Aycardi, Luis F.; Villa, Adriana; Múnera, Marcela; Bastos, Teodiano; Belpaeme, Tony; Frizera, Anselmo; Cifuentes, Carlos A.

doi:10.1007/s12369-020-00627-y

Cited by 38 publications

(28 citation statements)

References 32 publications

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“…Recently, there has been positive trend in terms of an increase in research conducted to investigate the potential use of robots as AT for children with ASD [3], [9], [12], [14], [15], [17]- [22]. Based on this research, there is evidence supporting the successful application of robots as AT in many areas that include developments in social sciences [23]- [25], communications [25], [26] and education [14], [17], [22], [27].…”

Section: Introductionmentioning

confidence: 83%

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Robots as Assistive Technology Tools to Enhance Cognitive Abilities and Foster Valuable Learning Experiences among Young Children With Autism Spectrum Disorder

Arshad¹,

Hashim

Ariffin

et al. 2020

IEEE Access

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This study examines the efficacy of robots as assistive technology (AT) learning tools for children with autism spectrum disorder (ASD). The study attempts to find answers to whether robots as assistive tools can (i) profoundly improve achievement in learning and (ii) provide valuable learning experiences among this group of children. Using LEGO Mindstorms EV3, a robot was built and programmed to teach the basic concept of place value in mathematics. Eight children with ASD, specifically, four females and four males, participated in the single case study, and six special education teachers took part in the interviews. The children participated in both traditional and robotic intervention lessons and were assessed at the end of each session. The results indicate a positive increase in content knowledge and an improved disposition toward learning, thus demonstrating the potential utilization of robots as AT tools for harnessing classroom learning. Data from the interviews with teachers highlighted four valuable learning experiences that occurred in the classrooms as a result of the robotic interventions; namely, with respect to young children with ASD, the AT (1) promoted interest and engagement, (2) increased attention and focus, (3) triggered interactions and communication, and (4) created a happy and fun learning environment.

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Section: Introductionmentioning

confidence: 83%

“…Previous studies have indicated that the introduction of assistive technology (AT) is beneficial in many ways [7]- [15]. The provision of the right AT is crucial for scaffolding ASD and providing the students with tools that enhance learning [16].…”

Section: Introductionmentioning

confidence: 99%

Robots as Assistive Technology Tools to Enhance Cognitive Abilities and Foster Valuable Learning Experiences among Young Children With Autism Spectrum Disorder

Arshad¹,

Hashim

Ariffin

et al. 2020

IEEE Access

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show abstract

“…The first stage consisted of a PD that involved the community (i.e., CwASD, parents, and therapists) and researchers in determining the necessities to promote acceptance. This way, the guidelines regarding physical requirements, technical considerations, mechanical and manufacturing features, and the ideal robot intervention were obtained [27]. This phase also aimed to provide all stakeholders the opportunity to actively participate in the decisions that affect and interest them in CASTOR's design.…”

Section: Design Methodologymentioning

confidence: 99%

“…The PD methodology consisted of four stages: (i) sensitization; (ii) focus group with stakeholders; (iii) intervention with CwASD; and (iv) validation (for further information, refer to our previous research [27]). Figure 2 illustrates the PD results obtained in each stage.…”

Section: Design Methodologymentioning

confidence: 99%

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An Open-Source Social Robot Based on Compliant Soft Robotics for Therapy with Children with ASD

et al. 2020

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Therapy with robotic tools is a promising way to help improve verbal and nonverbal communication in children. The robotic tools are able to increase aspects such as eye contact and the ability to follow instructions and to empathize with others. This work presents the design methodology, development, and experimental validation of a novel social robot based on CompliAnt SofT Robotics called the CASTOR robot, which intends to be used as an open-source platform for the long-term therapy of children with autism spectrum disorder (CwASD). CASTOR integrates the concepts of soft actuators and compliant mechanisms to create a replicable robotic platform aimed at real therapy scenarios involving physical interaction between the children and the robot. The validation shows promising results in terms of robustness and the safety of the user and robot. Likewise, mechanical tests assess the robot’s response to blocking conditions for two critical modules (i.e., neck and arm) in interaction scenarios. Future works should focus on the validation of the robot’s effectiveness in the therapy of CwASD.

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Introduction to Robotics for Gait Assistance and Rehabilitation

Sierra

Arciniegas-Mayag

Bautista

et al. 2021

Interfacing Humans and Robots for Gait Assistance and Rehabilitation

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Collaborative and Inclusive Process with the Autism Community: A Case Study in Colombia About Social Robot Design

Cited by 38 publications

References 32 publications

Robots as Assistive Technology Tools to Enhance Cognitive Abilities and Foster Valuable Learning Experiences among Young Children With Autism Spectrum Disorder

Robots as Assistive Technology Tools to Enhance Cognitive Abilities and Foster Valuable Learning Experiences among Young Children With Autism Spectrum Disorder

An Open-Source Social Robot Based on Compliant Soft Robotics for Therapy with Children with ASD

Introduction to Robotics for Gait Assistance and Rehabilitation

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