Design and Assessment of Vibrotactile Biofeedback and Instructional Systems for Balance Rehabilitation Applications.

Sensory augmentation, a type of biofeedback, is a technique for supplementing or reinforcing native sensory inputs. In the context of balance-related applications, it provides users with additional information about body motion, usually with respect to the gravito-inertial environment. Multiple studies have demonstrated that biofeedback, regardless of the feedback modality (i.e., vibrotactile, electrotactile, auditory), decreases body sway during real-time use within a laboratory setting. However, in their current laboratory-based form, existing vibrotactile biofeedback devices are not appropriate for use in clinical and/or home-based rehabilitation settings due to the expense, size, and operating complexity of the instrumentation required. This dissertation describes the design, development, and preliminary assessment of two technologies that support clinical and home-based balance rehabilitation training. The first system provides vibrotactile-based instructional motion cues to a trainee based on the measured difference between the expert’s and trainee’s motions. The design of the vibrotactile display is supported by a study that characterizes the non-volitional postural responses to vibrotactile stimulation applied to the torso. This study shows that vibration applied individually by tactors over the internal oblique and erector spinae muscles induces a postural shift of the order of one degree oriented in the direction of the stimulation. Furthermore, human performance is characterized both experimentally and theoretically when the expert–trainee error thresholds and nature of the control signal are varied. The results suggest that expert–subject cross-correlation values were maximized and position errors and time delays were minimized when the controller uses a 0.5 error threshold and proportional plus derivative feedback control signal, and that subject performance decreases as motion speed and complexity increase. The second system provides vibrotactile biofeedback about body motion using a cell phone. The system is capable of providing real-time vibrotactile cues that inform corrective trunk tilt responses. When feedback is available, both healthy subjects and those with vestibular involvement significantly reduce their anterior-posterior or medial-lateral root-mean-square body sway, have significantly smaller elliptical area fits to their sway trajectory, spend a significantly greater mean percentage time within the no feedback zone, and show a significantly greater A/P or M/L mean power frequency.Ph.D.Mechanical EngineeringUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/91546/1/channy_1.pd

Development and evaluation of a haptic framework supporting telerehabilitation robotics and group interaction

Telerehabilitation robotics has grown remarkably in the past few years. It can provide intensive training to people with special needs remotely while facilitating therapists to observe the whole process. Telerehabilitation robotics is a promising solution supporting routine care which can help to transform face-to-face and one-on-one treatment sessions that require not only intensive human resource but are also restricted to some specialised care centres to treatments that are technology-based (less human involvement) and easy to access remotely from anywhere. However, there are some limitations such as network latency, jitter, and delay of the internet that can affect negatively user experience and quality of the treatment session. Moreover, the lack of social interaction since all treatments are performed over the internet can reduce motivation of the patients. As a result, these limitations are making it very difficult to deliver an efficient recovery plan. This thesis developed and evaluated a new framework designed to facilitate telerehabilitation robotics. The framework integrates multiple cutting-edge technologies to generate playful activities that involve group interaction with binaural audio, visual, and haptic feedback with robot interaction in a variety of environments. The research questions asked were: 1) Can activity mediated by technology motivate and influence the behaviour of users, so that they engage in the activity and sustain a good level of motivation? 2) Will working as a group enhance users’ motivation and interaction? 3) Can we transfer real life activity involving group interaction to virtual domain and deliver it reliably via the internet? There were three goals in this work: first was to compare people’s behaviours and motivations while doing the task in a group and on their own; second was to determine whether group interaction in virtual and reala environments was different from each other in terms of performance, engagement and strategy to complete the task; finally was to test out the effectiveness of the framework based on the benchmarks generated from socially assistive robotics literature. Three studies have been conducted to achieve the first goal, two with healthy participants and one with seven autistic children. The first study observed how people react in a challenging group task while the other two studies compared group and individual interactions. The results obtained from these studies showed that the group interactions were more enjoyable than individual interactions and most likely had more positive effects in terms of user behaviours. This suggests that the group interaction approach has the potential to motivate individuals to make more movements and be more active and could be applied in the future for more serious therapy. Another study has been conducted to measure group interaction’s performance in virtual and real environments and pointed out which aspect influences users’ strategy for dealing with the task. The results from this study helped to form a better understanding to predict a user’s behaviour in a collaborative task. A simulation has been run to compare the results generated from the predictor and the real data. It has shown that, with an appropriate training method, the predictor can perform very well. This thesis has demonstrated the feasibility of group interaction via the internet using robotic technology which could be beneficial for people who require social interaction (e.g. stroke patients and autistic children) in their treatments without regular visits to the clinical centres

Prototype design for therapeutic support of children diagnosed with autism spectrum disorder

Trabajo de InvestigaciónThis research aims to generate through an intelligent system a support to the therapist and his family so that children from 2 to 5 years old diagnosed with Autism Spectrum Disorder (ASD) which could help to improve communication and social skills according to the depth and complexity of their disorder must be treated and developed. Also this research presents the needs of parents and healthcare personnel regarding the therapeutic process of children diagnosed with ASD in Colombia, as well as the most important aspects for them.1. INTRODUCTION 2. PROBLEM STATEMENT 3. OBJECTIVES 4. CONCEPTUAL FRAMEWORK 5. THEORETHICAL FRAMEWORK 6. COLOMBIAN REGULATORY FRAMEWORK 7. STATE OF THE ART 8. METHODOLOGY 9. DESCRIPTION OF PROJECT 10. CONCLUSIONS AND FUTURE WORKS REFERENCESMaestríaMagister en Ingeniería y Gestión de la Innovació

Proceedings of the 9th international conference on disability, virtual reality and associated technologies (ICDVRAT 2012)

The proceedings of the conferenc

Supporting the Teaching of Executive Functioning Skills Using Social Cognitive Theory in Arts Classrooms

Many arts educators in Pennsylvania public charter schools do not teach executive functioning (EF) skills to students with learning disabilities (LDs) and attention deficit hyperactivity disorder (ADHD). The purpose of this study was to investigate how these art teachers describe their own EF instructional practices and what support they need to improve those practices. The conceptual framework that grounded this study was Bandura’s social cognitive theory, which asserts that learning occurs in a social context with a reciprocal relationship between students, their teachers, and the environment. Research questions were used to explore art teachers’ perceptions of teaching EF skills and what is needed to support EF skills instruction for students with LD or ADHD in the arts classroom. A basic qualitative research design was used to collect semistructured interview data from eight arts educators from Pennsylvanian arts-based public charter schools. Each participant held a bachelor’s degree in arts education and taught at various grade levels, elementary through secondary. Data were analyzed using open and a priori coding as well as thematic analysis. Findings indicated that arts teachers wanted no additional special education training. Rather, they desired training in relational methods to merge academic pedagogy with individually motivated artistic pedagogy to teach EF skills within the arts classroom. Guided by the findings, a 3-day practice-based professional development program was created. This study contributes to positive social change by improving arts educators’ instructional practice. This may result in improved student EF skills and increased access to learning for students with LD and ADHD in arts classrooms as a part of their well-rounded education

Inside the Mirror: Effects of Attuned Dance-Movement Intervention on Interpersonal Engagement as Observed in Changes of Movement Patterns in Children and Adolescents with Autism Spectrum Disorder

The research presented in this thesis is an explorative study into the basic concepts and the effects of dance movement psychotherapy (DMP) intervention on the attunement behaviours of children and adolescents with autism spectrum disorders (ASD). From a retrospective analysis of positively evaluated single cases of DMP with ASD participants, movement markers of interpersonal relating behaviours have been formulated in terms of Social Engagement and Attunement Movement (SEAM) behaviours. These were organised into an observation scale, and used subsequently to generate nominal observation data on the behaviours of a small sample of children with ASD. Evaluation with the SEAM observation scale yielded a significant increase of SEAM behaviours in the course of the dance therapy. Retrospective analysis of the actions of the therapist throughout four single cases of DMP with ASD participants yielded a specific approach that was described as Shared Movement Approach (SMA). SMA has been specified as an improvisation based method of DMP that takes the child's interpersonal attunement and engagement behaviours as cues for the therapist to accommodate her interventions, so that the child's interpersonal relating behaviours are facilitated and supported. Through her kinaesthetically informed interventions the DMP therapist contributes to an increase of interpersonal engagement and attunement by the ASD participant from within the shared movement actions. The SEAM observation scale was explored on conceptual clarity and consistency in a group of independent movement analysts, and interrater agreement was used as an indication of its contents validity. An interval rating procedure with the SEAM scale yielded the best results on interrater agreement as expressed in Cohen's kappa. The Shared Movement Approach and the SEAM observation scale were then tested for replication of outcome on SEAM behaviours within four repeated single subject cases in a pilot study in a Dutch outpatient clinical setting. The outcome monitoring yielded the replication of increase of interpersonal relating behaviours as measured with the SEAM observation scale. Within subject therapy outcomes, although diverse in their individual profiles, were found to be significant when analysed with non-parametric tests. Group averages showed a significant increase of SEAM behaviours. The effects beyond therapy were evaluated with the somatic and social sub-scales of the Child Behaviour Checklist (CBCL) and the Social Responsiveness Scale (SRS), showing individual differences and a significant problem reduction on average. The outcomes as experienced by the juvenile participants were evaluated with the somatic and social sub-scales of the Youth Self Report (YSR), which on average showed a significant decrease of experienced social and somatic problems. The results obtained are discussed in view of current theories on experiential approaches and concepts for psychotherapy with an ASD populatio