Using Lego robots to estimate cognitive ability in children who have severe physical disabilities

Cook, Albert M.; Adams, Kim; Volden, Joanne; Harbottle, Norma; Harbottle, Cheryl

doi:10.3109/17483107.2010.534231

Cited by 52 publications

(41 citation statements)

References 13 publications

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“…The positive role of robotic technologies in sustaining the cognitive, affective and social development of children with different types of special educational needs through play has been confirmed by numerous studies in this sector (Marti & Giusti, 2009;Cook, Adams, Volden, Harbottle & Harbottle, 2011;Pearson & Borenstein, 2013;Robins & Dautenhahnn, 2014). Those studies used prototypes specifically built to be utilised by children with physical and cognitive disabilities or those affected by autism (Kaspar, Paro, IROMEC and NAO) Shibata et.…”

Section: State Of the Artmentioning

confidence: 91%

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Social robotics to help children with autism in their interactions through imitation

Pennazio

2017

Research on Education and Media

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Section: State Of the Artmentioning

confidence: 91%

“…The link with assistive technologies (e.g. robotic prosthetic limbs that enable children with physical disability to play with Lego bricks) is evident (Cook et al, 2011).…”

Section: Types Of Social Robotsmentioning

confidence: 99%

Social robotics to help children with autism in their interactions through imitation

Pennazio

2017

Research on Education and Media

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“…Both traditional and newly developed psycho-educational assessments are now available electronically, and technology has enabled other instruments to be modified for use with children with significant motor impairments (Warschausky et al, 2012). Robotherapy is another growing field with demonstrated potential for estimating cognitive ability of children whose impairments impede assessment by more conventional means (Cook, Adams, Volden, Harbottle, & Harbottle, 2011).…”

Section: The Impact Of Technologymentioning

confidence: 99%

A Commentary on the Current and Future Status of Educational and Developmental Psychology in Australia

Gilmore

Fletcher

Hudson

2013

The Australian Educational and Developmental Psychologist

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Educational and developmental psychology faces a number of current and future challenges and opportunities in Australia. In this commentary we consider the identity of educational and developmental psychology in terms of the features that distinguish it from other specialisations, and address issues related to training, specialist endorsement, supervision and rebating under the Australian government's Medicare system. The current status of training in Australia is considered through a review of the four university programs in educational and developmental psychology currently offered, and the employment destinations of their graduates. Although the need for traditional services in settings such as schools, hospitals, disability and community organisations will undoubtedly continue, the role of educational and developmental psychologists is being influenced and to some extent redefined by advances in technology, medicine, genetics, and neuroscience. We review some of these advances and conclude with recommendations for training and professional development that will enable Australian educational and developmental psychologists to meet the challenges ahead.

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“…No studies were found where children with physical disabilities programmed robots, but children with physical disabilities have used Lego robots to manipulate objects in play activities [12]. A commercial infrared (IR) remote controller for the RCX Lego robot was adapted so that children could use single switches to control a car-like robot using direct motor commands (e.g., to go forward or turn) or to run pre-stored programs.…”

Section: Introductionmentioning

confidence: 99%

Programming and controlling robots using scanning on a speech generating communication device: A case study

Adams

Cook

2014

TAD

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BACKGROUND: Programming Lego Mindstorms robots is used for problem-based learning in science. Children with physical disabilities and complex communication needs may be limited in their ability to participate. OBJECTIVES: To involve a 12 year old student with cerebral palsy in programming Lego robots in the classroom by using her speech generating device (SGD). To evaluate the effectiveness and efficiency of using the two-switch scanning mode on the SGD for programming. METHODS: The participant tested classmates' robot programs using infrared on her SGD, and she accessed the programming software via a customized mouse manipulation page. Her participation in programming activities was measured with Goal Attainment Scaling, descriptive observations, and measures of effectiveness and efficiency. RESULTS: The participant progressed from observing classmates to independently testing robot programs in the classroom. In individualized sessions she wrote a simple program, with support. Limitations in scanning led to unwanted cursor movements and long task times. CONCLUSIONS: The participant actively participated in the robot programming activity. Actually programming was better suited to individual instruction because of her scanning inefficiency. Using the SGD for robot control affords the potential to also discuss concepts, but this novice user did not yet have the skills to utilize this aspect.

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Using Lego robots to estimate cognitive ability in children who have severe physical disabilities

Cited by 52 publications

References 13 publications

Social robotics to help children with autism in their interactions through imitation

Social robotics to help children with autism in their interactions through imitation

A Commentary on the Current and Future Status of Educational and Developmental Psychology in Australia

Programming and controlling robots using scanning on a speech generating communication device: A case study

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