A New Socially Assistive Robot with Integrated Serious Games for Therapies with Children with Autism Spectrum Disorder and Down Syndrome: A Pilot Study

This work introduces a new socially assistive robot termed MARIA T21 (meaning “Mobile Autonomous Robot for Interaction with Autistics”, with the addition of the acronym T21, meaning “Trisomy 21”, which is used to designate individuals with Down syndrome). This new robot is used in psychomotor therapies for children with Down syndrome (contributing to improve their proprioception, postural balance, and gait) as well as in psychosocial and cognitive therapies for children with autism spectrum disorder. The robot uses, as a novelty, an embedded mini-video projector able to project Serious Games on the floor or tables to make already-established therapies funnier to these children, thus creating a motivating and facilitating effect for both children and therapists. The Serious Games were developed in Python through the library Pygame, considering theoretical bases of behavioral psychology for these children, which are integrated into the robot through the robot operating system (ROS). Encouraging results from the child–robot interaction are shown, according to outcomes obtained from the application of the Goal Attainment Scale. Regarding the Serious Games, they were considered suitable based on both the “Guidelines for Game Design of Serious Games for Children” and the “Evaluation of the Psychological Bases” used during the games’ development. Thus, this pilot study seeks to demonstrate that the use of a robot as a therapeutic tool together with the concept of Serious Games is an innovative and promising tool to help health professionals in conducting therapies with children with autistic spectrum disorder and Down syndrome. Due to health issues imposed by the COVID-19 pandemic, the sample of children was limited to eight children (one child with typical development, one with Trisomy 21, both female, and six children with ASD, one girl and five boys), from 4 to 9 years of age. For the non-typically developing children, the inclusion criterion was the existence of a conclusive diagnosis and fulfillment of at least 1 year of therapy. The protocol was carried out in an infant psychotherapy room with three video cameras, supervised by a group of researchers and a therapist. The experiments were separated into four steps: The first stage was composed of a robot introduction followed by an approximation between robot and child to establish eye contact and assess proxemics and interaction between child/robot. In the second stage, the robot projected Serious Games on the floor, and emitted verbal commands, seeking to evaluate the child’s susceptibility to perform the proposed tasks. In the third stage, the games were performed for a certain time, with the robot sending messages of positive reinforcement to encourage the child to accomplish the game. Finally, in the fourth stage, the robot finished the games and said goodbye to the child, using messages aiming to build a closer relationship with the child.

Influence of a Socially Assistive Robot on Physical Activity, Social Play Behavior, and Toy-Use Behaviors of Children in a Free Play Environment: A Within-Subjects Study

Background: Play is critical for children’s physical, cognitive, and social development. Technology-based toys like robots are especially of interest to children. This pilot study explores the affordances of the play area provided by developmentally appropriate toys and a mobile socially assistive robot (SAR). The objective of this study is to assess the role of the SAR on physical activity, play behavior, and toy-use behavior of children during free play.Methods: Six children (5 females, Mage = 3.6 ± 1.9 years) participated in the majority of our pilot study’s seven 30-minute-long weekly play sessions (4 baseline and 3 intervention). During baseline sessions, the SAR was powered off. During intervention sessions, the SAR was teleoperated to move in the play area and offered rewards of lights, sounds, and bubbles to children. Thirty-minute videos of the play sessions were annotated using a momentary time sampling observation system. Mean percentage of time spent in behaviors of interest in baseline and intervention sessions were calculated. Paired-Wilcoxon signed rank tests were conducted to assess differences between baseline and intervention sessions.Results: There was a significant increase in children’s standing (∼15%; Z = −2.09; p = 0.037) and a tendency for less time sitting (∼19%; Z = −1.89; p = 0.059) in the intervention phase as compared to the baseline phase. There was also a significant decrease (∼4.5%, Z = −2.70; p = 0.007) in peer interaction play and a tendency for greater (∼4.5%, Z = −1.89; p = 0.059) interaction with adults in the intervention phase as compared to the baseline phase. There was a significant increase in children’s interaction with the robot (∼11.5%, Z = −2.52; p = 0.012) in the intervention phase as compared to the baseline phase.Conclusion: These results may indicate that a mobile SAR provides affordances through rewards that elicit children’s interaction with the SAR and more time standing in free play. This pilot study lays a foundation for exploring the role of SARs in inclusive play environments for children with and without mobility disabilities in real-world settings like day-care centers and preschools.

The Role of Socially Assistive Robots in the Care of Older People: To Assist in Cognitive Training, to Remind or to Accompany?

The rapid development of new technologies has caused interest in the use of socially assistive robots in the care of older people. These devices can be used not only to monitor states of health and assist in everyday activities but also to counteract the deterioration of cognitive functioning. The aim of the study was to investigate the attitudes and preferences of Polish respondents towards interventions aimed at the preservation/improvement of cognitive functions delivered by a socially assistive robot. A total of 166 individuals entered the study. Respondents completed the User’s Needs, Requirements and Attitudes Questionnaire; items connected to cognitive and physical activity and social interventions were analyzed. Perceptions and attitudes were compared by gender and age groups (older adults ≥ 60 years old and younger adults 20–59). Women showed a more positive attitude towards robots than men and had a significantly higher perception of the role of the robots in reminding about medications (p = 0.033) as well as meal times and drinks (p = 0.018). There were no significant differences between age groups. Respondents highly valued both the traditional role of the robot—a reminding function—as well as the cognitive interventions and guided physical exercises provided by it. Our findings point to the acceptance of the use of socially assistive robots in the prevention of cognitive deterioration in older people.

Robot-Assisted Gait Self-Training: Assessing the Level Achieved

This paper presents the technological status of robot-assisted gait self-training under real clinical environment conditions. A successful rehabilitation after surgery in hip endoprosthetics comprises self-training of the lessons taught by physiotherapists. While doing this, immediate feedback to the patient about deviations from the expected physiological gait pattern during training is important. Hence, the Socially Assistive Robot (SAR) developed for this type of training employs task-specific, user-centered navigation and autonomous, real-time gait feature classification techniques to enrich the self-training through companionship and timely corrective feedback. The evaluation of the system took place during user tests in a hospital from the point of view of technical benchmarking, considering the therapists’ and patients’ point of view with regard to training motivation and from the point of view of initial findings on medical efficacy as a prerequisite from an economic perspective. In this paper, the following research questions were primarily considered: Does the level of technology achieved enable autonomous use in everyday clinical practice? Has the gait pattern of patients who used additional robot-assisted gait self-training for several days been changed or improved compared to patients without this training? How does the use of a SAR-based self-training robot affect the motivation of the patients?

Artificial Vision Algorithms for Socially Assistive Robot Applications: A Review of the Literature

Today, computer vision algorithms are very important for different fields and applications, such as closed-circuit television security, health status monitoring, and recognizing a specific person or object and robotics. Regarding this topic, the present paper deals with a recent review of the literature on computer vision algorithms (recognition and tracking of faces, bodies, and objects) oriented towards socially assistive robot applications. The performance, frames per second (FPS) processing speed, and hardware implemented to run the algorithms are highlighted by comparing the available solutions. Moreover, this paper provides general information for researchers interested in knowing which vision algorithms are available, enabling them to select the one that is most suitable to include in their robotic system applications.