USING ROBOTS TO ASSESS SKILLS AND ACCESS PLAY AND PROBLEM SOLVING FOR CHILDREN WITH SEVERE DISABILITIES

Transcription

1 University of Alberta and Glenrose Rehabilitation Hospital, Edmonton, Alberta USING ROBOTS TO ASSESS SKILLS AND ACCESS PLAY AND PROBLEM SOLVING FOR CHILDREN WITH SEVERE DISABILITIES Kim Adams Lina Becerra, Paola Esquivel Al Cook Adriana Rios Liliana Alvarez 1 University of Alberta, Edmonton, Canada 1

2 ALBERTA: Western Canada Population: 3,645,257 (2011) Area: 661,848 km 2 Welcome to Alberta

3 Today! I Can Centre for Assistive Technology 3

4 Children who have disabilities may have limited opportunities to develop skills cognitive, linguistic, social and motor skills through manipulative play and learning activities Augmentative manipulation Assistive robots The problem Mini-mover 5 Rhino Robot: An automatically controlled, reprogrammable, multipurpose,, manipulator programmable in three or more axes, which may be either fixed in place or mobile for use in industrial automation applications." International standard ISO 8373 Early work - Al Cook 4

5 Themes Children's development of cognitive, linguistic, social and motor skills Streams Using robots in play Using robots in academics (math concepts) Using robots as a way to measure cognitive skills Assistive technology Development of virtual and physical development robots (ENCARNAÇÃO)( Ç ) Development of adaptive and haptic interface for robots Research themes and streams Children can use robots to do manipulative play activities and increase their play experiences. Schulmeister, J., Wiberg, C., Adams, K., Harbottle, N., & Cook, A. (2006). Cook, A., Adams, K. (2010). Using robots in play 5

6 Adriana Rios, PhD, OT, MSc BME Assistant Professor, University of Rosario, Bogota, Colombia Identify changes in playfulness Using robots in play Using robots in academics (pilot study) 6

7 Adams Cook K. (2013). Using robots in academics (math concepts) Performance tasks reveal level of cognitive understanding Cook, A., Adams, K., Volden, J., Harbottle, N., & Harbottle, C. (2011). Robots and cognitive development 7

8 Robots and cognitive development Typically developing children Poletz, L., Encarnação, P., Adams, K., & Cook, A. (2010). Robots and cognitive development 8

9 Robots and cognitive development Liliana Alvarez, PhD, OT, MSc BME Professor, University of Rosario, Bogota, Colombia Post Doc, University of Western Ontario Cognitive skills associated with motor experience: typically developing infants and one child with with motor impairments EEG, ERP and behavior analysis with and without a robot A not B task Dr Sandra Wiebe Robots and cgnitive development 9

10 Controlling robots through communication devices provides an integrated talking and doing experience, more like that of a typical child. Adams, K., & Cook, A. M. (2014). ISAAC, Lisbon, Portugal Integrated communication and manipulation Virtual robots may provide the same benefits as physical robots easier to disseminate widely ENCARNAÇÃO, P., PIEDADE, G., COOK, A., ADAMS, K., GIL, I., MAYA, C., et al. (2011). Virtual robot and virtual environments for cognitive skills assessment. AAATE, The Netherlands. Virtual robots 10

11 Play and Problem Solving Children need a means for manipulating toys to develop symbolic play and problem solving skills 1. Children with disabilities have controlled robots to: access play activities 2 demonstrate cognitive skills 3 (1) Cook, A., Adams, K., Volden, J., Harbottle, N., & Harbottle, C. (2011). (2) Cook, A & Adams, K (2010) (3) Poletz. L, Encarnação.P, Adams. K, and Cook. A.M (2010). 21 Purpose Develop robotic tasks that will allow children to: perform symbolic play and problem solving activities using skills that correspond to their cognitive age

12 Materials LEGO Mindstorm Robots Left and right color coding Set up Plastic screen (hands-off) 23 Participants Typically developing children Pilot # Age Male Female

13 Methods Session 1 Problem Solving Robot skills Training 2 Session Play with conventional toys Play with unstructured materials 25 Session 1- Robot Skills Tasks 26 13

14 Session 1 - Problem Solving Level 1 Level 2 Level 3 Level 4 Truck Loading Activity 4 4)Atance, C & Jackson, L. (2009)

15 Session 2- Training Task 1 - Orientation 1 - Orientation 2 Task 2 Task 3A Task 3B 29 Session 2- Training Using the scoop 30 15

16 Conventional Toys Session 2- Play Robot No Robot Before Modeling After Modeling No Modeling Play is observed 31 Set up 32 16

17 Unconventional Toys Session 2- Play Robot No Robot Before Modeling After Modeling No Modeling Play is observed 33 Set up 34 17

18 Play Coding System Function nal Play Type of Play 0. No Play 1. Functional Play one object 1.1 Functional Play with two or more objects 2.1 Functional play with pretense: Pretend Play 2.2 Pretend play with verbal confirmation 2.3 Object Substitution: the child uses of an object as if it was a different object 2.4 Imagining absent objects 2.5 Assigning absent attributes Based on: Barton (2010) 35 Results - Play 36 18

19 Results Problem solving Participant Age Condition Robot Truck Pilot 3* with prompting 0 Pilot Pilot 5 4 both 0 0 Pilot Pilot Pilot Results Play: --more symbolic play without the robot - after modeling, children can achieve a higher level with robot Problem solving:? 38 19

20 Plans 30 participants Data analysis Validate tasks 39 Acknowledgements Alberta Teacher s Association CIHR/NSERC Collaborative Health Research Program 40 20

21 Contact Information Kim Adams Faculty of Rehabilitation ti Medicine i University of Alberta Corbett Hall Edmonton, Alberta Canada Tel: kdadams@ualberta.ca 41 21