Using a robotic arm system to facilitate learning in very young disabled children

The use of robots for augmentative manipulation during play activities among children with motor impairment: a scoping review

PURPOSE

To describe the extent, type, and quality of studies involving robots for augmentative manipulation during play by children with severe motor impairments (CwSMI), and to explore how they influenced children's cognitive skills and engagement.

METHODS

Web of Science, Scopus, PubMed & EBSCO were systematically searched for articles published until March 2021, that reported cognitive skills and/or engagement outcomes from interventions involving the use of robots in play activities, where participants included CwSMI, and full-text was available. Data extracted comprised characteristics of participants, study design, purpose of the study, outcomes assessed, collection methods, and intervention carried out (robot-environment interaction and robot used).

RESULTS

Eight mobile robots and five robotic arms were reported in the 17 included and reviewed articles. Most of them informed a positive impact on CwSMI's cognitive skills and/or engagement. However, the studies scored poorly on a five-criteria quality assessment, and only one single-case design proved strong evidence of treatment. None of the analysed interventions was an evidence-based practice.

CONCLUSION

The use of manipulative robots during play activities may have a positive impact on the CwSMI's cognitive skills and engagement in activities. However, further studies with higher internal and external validity are needed to support stronger evidence.Implications for rehabilitationThe use of robots for augmentative manipulation during play activities may have a positive influence on the cognitive functions and the engagement in activities of children with severe motor impairments.Through manipulative robots, this population could be able to show the abilities that are hidden due to their motor impairments, and subsequently, receive educational and physical training more aligned with their real capacities and potential.

Haptics to improve task performance in people with disabilities: A review of previous studies and a guide to future research with children with disabilities

This review examines the studies most pertinent to the potential of haptics on the functionality of assistive robots in manipulation tasks for use by children with disabilities. Haptics is the fast-emerging science that studies the sense of touch concerning the interaction of a human and his/her environment; this paper particularly studies the human–machine interaction that happens through a haptic interface to enable touch feedback. Haptics-enabled user interfaces for assistive robots can potentially benefit children whose haptic exploration is impaired due to a disability in their infancy and throughout their childhood. A haptic interface can provide touch feedback and potentially contribute to an enhancement in perception of objects and overall ability to perform manipulation tasks. The intention of this paper is to review the research on the applications of haptics, exclusively focusing on attributes affecting task performance. A review of studies will give a retrospective insight into previous research with various disability populations, and inform potential limitations/challenges in research regarding haptic interfaces for assistive robots for use by children with disabilities.

The role of assisted manipulation in cognitive development

OBJECTIVE

Motor experience plays a central role in cognitive development. Assistive technologies can thus provide augmentative manipulation for children with motor disabilities. This paper explores the use of robots to this end.

METHOD

A revision of studies conducted with typically-developing children and children with disabilities regarding the use of robots is presented. This revision provides a description of the cognitive skills required and revealed by the child when using a robot. Opportunities for participation and exploration were identified and further research is discussed.

RESULTS

Robots provide insight into the cognitive skills of children with motor disabilities. Robots also provide means for independent exploration and participation in learning and play activities. Integration of augmentative manipulation and communication increases interest and participation of children with disabilities.

CONCLUSION

Children with disabilities can use augmentative manipulation systems to independently explore and interact with their environment. Children can use robots as tools providing them with opportunities to reveal and further develop their cognitive skills. Alternative access methods can increase access for children with severe motor disabilities.

"Hands on" in bioengineering

Several students of Bioengineering complain about the excess of theoretical classes and the difficulty to assimilate the subject taught. This article presents a strategy to mix theory and practice when teaching, thus motivating students to engage in their studies.

An interactive robot control environment for rehabilitation applications

Interactive robot systems are under active investigation as aids for people with impaired manipulating ability. Under the direction of a disabled operator, a robot can manipulate objects, thereby increasing the independence of the operator in home, school and work activities. This paper describes a high-level control language CURL developed to facilitate communication between a disabled operator and the task environment. CURL is a Windows-based application. Interactive robotics requires a different approach from mainstream robotics where humans are kept out of the robot's work area.

School-based use of a robotic arm system by children with disabilities

A robotic arm system was developed for use by children who had very severe motor disabilities and varying levels of cognitive and language skills. The children used the robot in a three-task sequence routine to dig objects from a tub of dry macaroni. The robotic system was used in the child's school for 12-15 sessions over a period of four weeks. Goal attainment scaling indicated improvement in all children in operational competence of the robot, and varying levels of gain in functional skill development with the robot and in carryover to the classroom from the robot experiments. Teacher interviews revealed gains in classroom participation, expressive language (vocalizations, symbolic communication), and a high degree of interest by the children in the robot tasks. The teachers also recommended that the robot should have more color, contrast and character, as well as generating sounds and/or music for student cues. They also felt that the robotic system accuracy should be increased so that teacher assistance is not necessary to complete the task.

Robots in the operating theatre—chances and challenges

The use of surgical robots and manipulators is still being frequently discussed in the mass media as well as in the scientific community. Although it was already noted in 1985 that the first patient was treated by a joint team of robot and surgeon, today such systems are not routinely used. This can be explained by the high complexity of such systems and the often limited usability, but also, that it is difficult for surgeons to accept "automatic" machines. In this paper the possibilities and chances of robots and manipulators will be explained and it will be shown that robots will never work alone in the operating theatre as it is common in industry today. On the other hand, also limitations and challenges will be outlined. Therefore first a review on today's systems is given in different disciplines including oral- and cranio-maxillofacial surgery, then advantages and disadvantages are shown.

Development of a robotic device for facilitating learning by children who have severe disabilities

This paper presents technical aspects of a robot manipulator developed to facilitate learning by young children who are generally unable to grasp objects or speak. The severity of these physical disabilities also limits assessment of their cognitive and language skills and abilities. The CRS robot manipulator was adapted for use by children who have disabilities. Our emphasis is on the technical control aspects of the development of an interface and communication environment between the child and the robot arm. The system is designed so that each child has user control and control procedures that are individually adapted. Control interfaces include large push buttons, keyboards, laser pointer, and head-controlled switches. Preliminary results have shown that young children who have severe disabilities can use the robotic arm system to complete functional play-related tasks. Developed software allows the child to accomplish a series of multistep tasks by activating one or more single switches. Through a single switch press the child can replay a series of preprogrammed movements that have a development sequence. Children using this system engaged in three-step sequential activities and were highly responsive to the robotic tasks. This was in marked contrast to other interventions using toys and computer games.

Robotic arm use by very young motorically disabled children

This paper reports on a study carried out to determine if very young children would interact with a small computer-controlled robotic arm. Six disabled and three normal children were used in the study. All children were less than 38 months in age. The arm was trained to carry out movements on activation of a single switch by the child. Fifty percent of the disabled children and 100% of the normal children did interact with the arm and use it as a tool to obtain objects out of reach. Possible relationships between the use of the arm and developmental levels in various areas are discussed.