Therapy through Play: Advancing the Role of Robotics in Paediatric Rehabilitation

Lindsay, Sally; Rampertab, L.; Curran, C.J.

doi:10.1201/9781351032186-2

Cited by 7 publications

(19 citation statements)

References 1 publication

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“…FIRST ® Canada aims to engage young people in STEM fields through participation in mentor-based programs that build science, engineering, and technology skills, while developing self-confidence, communication, and leadership skills, and inspiring innovation. Through the partnership between FIRST ® Robotics Canada and the pediatric hospital, an adapted, group-based version of the robotics program was created (Lindsay and Hounsell 2017;Lindsay et al 2019). This adapted robotics program was designed to provide an opportunity for children with disabilities to develop STEM skills while working on therapy goals, and building self-confidence, independence, communication, and teamwork skills (Lindsay et al 2019).…”

Section: Description Of the Robotics Programmentioning

confidence: 99%

“…Through the partnership between FIRST ® Robotics Canada and the pediatric hospital, an adapted, group-based version of the robotics program was created (Lindsay and Hounsell 2017;Lindsay et al 2019). This adapted robotics program was designed to provide an opportunity for children with disabilities to develop STEM skills while working on therapy goals, and building self-confidence, independence, communication, and teamwork skills (Lindsay et al 2019). The program consists of a six-week workshop, divided across two-hour weekly sessions, held in a classroom at a children's hospital.…”

Section: Description Of the Robotics Programmentioning

confidence: 99%

“…The junior group is designed for children aged 6-8 years, and the intermediate group for children aged 9-14 years. There are two levels within each age group, introductory level for children just starting the program, and a more advanced, team-based version for children with more experience in the program (Lindsay et al 2019). In response to low participation rates from girls in early iterations of the program, a group for girls exclusively was created, offered at the junior, introductory level.…”

Section: Description Of the Robotics Programmentioning

confidence: 99%

“…Children included in the present study were recruited from the junior, introductory level group. Children in this group worked in pairs or groups of three, and each group was assisted by an adult volunteer who has knowledge of robotics or experience working with children who have a disability (Lindsay et al 2019). There was a clinical staff member from the hospital who provided additional assistance.…”

Section: Description Of the Robotics Programmentioning

confidence: 99%

“…Next, the teacher leading the session provided technical instruction, in an interactive lecture-style, to introduce children to the scientific concepts relevant for the week's building task. The curriculum and lesson plan taught by the teachers was the same across sessions and workshops, and was prescribed in the HB FIRST ® robotics junior program curriculum (see Lindsay et al (2019) for details of the curriculum and lesson plans). Children then built and programed models using WeDO 2.0 while applying math and science concepts (for examples and full description of program see Lindsay et al (2019)).…”

Section: Description Of the Robotics Programmentioning

confidence: 99%

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Exploring Gender Differences in Teacher–Student Interactions during an Adapted Robotics Program for Children with Disabilities

Kolne

Lindsay

2019

Social Sciences

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We compared the interactions between teachers and children with disabilities enrolled in an adapted robotics program to examine potential gender differences in these interactions. We coded video recordings from instructional sections of the HB FIRST® robotics program, an adapted robotics program developed through a partnership between a pediatric rehabilitation hospital and FIRST® Canada (For Inspiration and Recognition of Science and Technology). The program consists of 6-weekly, two-hour workshops. We coded videos from four separate single-gender workshops (two all-girls, and two all-boys) involving 22 children aged 6 to 8 years-old. Results revealed that boys and girls display different styles of engagement during the robotics, and teachers’ behaviour is functionally responsive to these differences. The differences in the interaction styles of boys and girls identified in this study may contribute to gender differences in students’ perceived STEM competence, and ultimately interest in pursuing STEM education and careers.

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Section: Description Of the Robotics Programmentioning

confidence: 99%

Section: Description Of the Robotics Programmentioning

confidence: 99%

Section: Description Of the Robotics Programmentioning

confidence: 99%

Section: Description Of the Robotics Programmentioning

confidence: 99%

Section: Description Of the Robotics Programmentioning

confidence: 99%

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Exploring Gender Differences in Teacher–Student Interactions during an Adapted Robotics Program for Children with Disabilities

Kolne

Lindsay

2019

Social Sciences

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Children’s Imaginaries of Robots for Playing With

Rincón

Dueñas

Torres

et al. 2021

Int J of Soc Robotics

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Children with severe motor impairment due to cerebral palsy have difficulties engaging in play, although they want to play games that typically developing children play. The barriers imposed by motor impairments against engaging in play can be addressed through the use of robots. We aim to identify how children, who have extensive experience of play, imagine what a robot is and what features would make a robot good to play with. Using a qualitative description design, 19 children from urban and rural settings participated in focus groups to draw and talk about the robots they would like to exist. The data were coded and analyzed using a summative approach to content analysis. The findings revealed that the children imagined that a good robot to play with is one that has an anthropomorphic appearance, is tough and strong, has controls, and that is able to move, grab, speak, and play popular children’s games. In particular, the girls imagined that robots should be able to express positive emotions towards children. Age, gender, culture, and the physical environment in which the children lived influenced what they expected to find in a robot for playing with and how they imagined child–robot interactions.

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Playful interventions to promote the subjective wellbeing of pediatric cancer inpatients during laboratory and imaging exams: A qualitative study

Rosa

Daudt

Tonetto

et al. 2022

European Journal of Oncology Nursing

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Therapy through Play: Advancing the Role of Robotics in Paediatric Rehabilitation

Cited by 7 publications

References 1 publication

Exploring Gender Differences in Teacher–Student Interactions during an Adapted Robotics Program for Children with Disabilities

Exploring Gender Differences in Teacher–Student Interactions during an Adapted Robotics Program for Children with Disabilities

Children’s Imaginaries of Robots for Playing With

Playful interventions to promote the subjective wellbeing of pediatric cancer inpatients during laboratory and imaging exams: A qualitative study

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