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Using Lego Robots to Estimate Cognitive Ability in Children who have Severe Disabilities

Using Lego Robots to Estimate Cognitive Ability in Children who have Severe Disabilities. Albert M. Cook1, Kim Adams1,2, Norma Harbottle1, Cheryl Harbottle1 1 Faculty of Rehabilitation Medicine, University of Alberta, 2Glenrose Rehabilitation Hospital, Edmonton, Alberta, Canada. Background.

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Using Lego Robots to Estimate Cognitive Ability in Children who have Severe Disabilities

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  1. Using Lego Robots to Estimate Cognitive Ability in Children who have Severe Disabilities Albert M. Cook1, Kim Adams1,2, Norma Harbottle1, Cheryl Harbottle11 Faculty of Rehabilitation Medicine, University of Alberta, 2Glenrose Rehabilitation Hospital, Edmonton, Alberta, Canada

  2. Background • Young children who have disabilities can control robots to perform play tasks, • Some children are unable to demonstrate cognitive abilities in standardized testing • Success with robot play tasks could be a proxy measure

  3. Background • A set of cognitive skills required for robot use by typically developing children • Causality, coordination of multiple variables, reflectivity, binary logic, and spatial relations • This set provides a guide for comparison of performance by children with disabilities performing robot tasks

  4. Using a Robotic Arm, Children Who Have PhysicalDisabilities: • exert control over the environment • manipulate real objects (not computer images) • engage in turn taking activities with a partner

  5. General Themes from Teacher Interviews in previous projects • Children’s reactions to robot were very positive • Robot tasks were more motivational (generated more interest and excitement) than single switch tasks with toys, appliances and computer-based activities • Vocalizations increased during & after robot use • Teachers and aides underestimated the level of accomplishment of the children • Level of accomplishment of the children changed perceptions of teachers and parents

  6. Current project Can low cost robots provide a means by which children with severe disabilities can demonstrate cognitive understanding of cognitive concepts? Group design Participants: Ten children ages 4 to 10 participated in the study. Their disabilities were primarily cerebral palsy and related motor conditions. Widely variable motor, cognitive and language abilities, non-speaking. A Lego Invention[1] “roverbot” vehicle was used. [1] Lego Invention is a registered trademark of Lego. http:/www.lego.com

  7. Lego Mindstorms

  8. Methods • Initial tasks established understanding of the switch operation of robot • Used single switch to “playback” pre-stored movements • Controlled turning (left/right) and movement (go/stop) using multiple switches

  9. The tools… Lego Roverbot Adapted Controller

  10. Typical roverbot tasks • Using one or two switches to draw circles using the roverbot with a pen attached. • Two more switches added so that left, right, stop and go could be under the child’s control

  11. Typical setup for robot play

  12. Example of Robot in Use

  13. Results Proposed Hierarchy of Robot–Related Skills • Based on increasing levels of cognitive skills required to complete tasks, from • Cognitive development theories • Robot use by typically developing children

  14. [1]Forman, G. (1986). Observations of young children solving problems with computers and robots. J Res Childhood Educ, 1(2), 60-73.

  15. [1]From Forman (1986)

  16. Summary Of Participant's Demographic Information And standardized evaluation measures of:Language (PPVT) Motor (GMFM)Cognitive (Leiter) abilities

  17. *Raw Score /Standard Score/Percentile rank/Normal Curve Equivalent **Not Testable

  18. Summary Of Change in Participant's Behavioral, Language, and Social Skills

  19. + positive effect, o indeterminate, ~ no effect, - negative effect

  20. Data used to support decision re: skill achievement

  21. Teacher’s aide comments “I think [the robot] makes the learning lots of fun – it also has them having to think a lot more – with having to move it certain ways plus having to do the work – so for some it might be tricky but I think [she] enjoyed the challenge”

  22. Teacher’s aide comments Can you see ways that robots would be useful in your classroom? “I think for some of the kids that probably have trouble learning it’s a really interesting way of getting them involved in the learning process.”

  23. Conclusions • There was significant variation in motor, language and cognitive function in the participants • Extremes of all three parameters were evident • Motor ability was not directly related to cognitive ability • Also great variation in the skill demonstrated while using the robot

  24. Conclusions Use of the robotic arm: • Gives the child a chance to demonstrate a range of cognitive skills • Provides a versatile tool for presentation of tasks, problems and learning opportunities to the child • Can avoid the limitations of standardized test administration, e.g. verbal response or manipulation of objects

  25. We gratefully Acknowledge the funding of this work by the Stollery Children’s Hospital Foundation, Edmonton, Alberta Canada ______________________ We also thank Johanna Darrah, Joanne Volden and Robin Adkins for valuable insight and advice

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