Evaluation of a robot-assisted therapy for children with autism and intellectual disability

It is well established that robots can be suitable assistants in the care and treatment of children with Autism Spectrum Disorder (ASD). However, the majority of the research focuses on stand-alone interventions, high-functioning individuals and the success is evaluated via qualitative analysis of videos recorded during the interaction. In this paper, we present a preliminary evaluation of our on-going research on integrating robot-assisted therapy in the treatment of children with ASD and Intellectual Disability (ID), which is the most common case. The experiment described here integrates a robot-assisted imitation training in the standard treat‐ ment of six hospitalised children with various level of ID, who were engaged by a robot on imitative tasks and their progress assessed via a quantitative psycho- diagnostic tool. Results show success in the training and encourage the use of a robotic assistant in the care of children with ASD and ID with the exception of those with profound ID, who may need a different approach

Mapping Robots to Therapy and Educational Objectives for Children with Autism Spectrum Disorder

The aim of this study was to increase knowledge on therapy and educational objectives professionals work on with children with autism spectrum disorder (ASD) and to identify corresponding state of the art robots. Focus group sessions (n = 9) with ASD professionals (n = 53) from nine organisations were carried out to create an objectives overview, followed by a systematic literature study to identify state of the art robots matching these objectives. Professionals identified many ASD objectives (n = 74) in 9 different domains. State of the art robots addressed 24 of these objectives in 8 domains. Robots can potentially be applied to a large scope of objectives for children with ASD. This objectives overview functions as a base to guide development of robot interventions for these children

Reliability, construct validity and measurement potential of the ICF comprehensive core set for osteoarthritis

<p>Abstract</p> <p>Background</p> <p>This study aimed to investigate the reliability and construct validity of the International Classification of Functioning, Disability and Health (ICF) Comprehensive Core Set for osteoarthritis (OA) in order to test its possible use as a measuring tool for functioning.</p> <p>Methods</p> <p>100 patients with OA (84 F, 16 M; mean age 63 yr) completed forms including demographic and clinical information besides the Short Form (36) Health Survey (SF-36^®) and the Western Ontario and McMaster Universities Index of Osteoarthritis (WOMAC). The ICF Comprehensive Core Set for OA was filled by health professionals. The internal construct validities of "Body Functions-Body structures" (BF-BS), "Activity" (A), "Participation" (P) and "Environmental Factors" (EF) domains were tested by Rasch analysis and reliability by internal consistency and person separation index (PSI). External construct validity was evaluated by correlating the Rasch transformed scores with SF-36 and WOMAC.</p> <p>Results</p> <p>In each scale, some items showing disordered thresholds were rescored, testlets were created to overcome the problem of local dependency and items that did not fit to the Rasch model were deleted. The internal construct validity of the four scales (BF-BS 16 items, A 8 items, P 7 items, EF 13 items) were good [mean item fit (SD) 0.138 (0.921), 0.216 (1.237), 0.759 (0.986) and -0.079 (2.200); person item fit (SD) -0.147 (0.652), -0.241 (0.894), -0.310 (1.187) and -0.491 (1.173) respectively], indicating a single underlying construct for each scale. The scales were free of differential item functioning (DIF) for age, gender, years of education and duration of disease. Reliabilities of the BF-BS, A, P, and EF scales were good with Cronbach's alphas of 0.79, 0.86, 0.88, and 0.83 and PSI's of 0.76, 0.86, 0.87, and 0.71, respectively. Rasch scores of BF-BS, A, and P showed moderate correlations with SF-36 and WOMAC scores where the EF had significant but weak correlations only with SF36-Social Functioning and SF36-Mental Health.</p> <p>Conclusion</p> <p>Since the four different scales derived from BF-BS, A, P, and EF components of the ICF core set for OA were shown to be valid and reliable through a combination of Rasch analysis and classical psychometric methods, these might be used as clinical assessment tools.</p

A proof of principle for using adaptive testing in routine Outcome Monitoring: the efficiency of the Mood and Anxiety Symptoms Questionnaire -Anhedonic Depression CAT

<p>Abstract</p> <p>Background</p> <p>In Routine Outcome Monitoring (ROM) there is a high demand for short assessments. Computerized Adaptive Testing (CAT) is a promising method for efficient assessment. In this article, the efficiency of a CAT version of the Mood and Anxiety Symptom Questionnaire, - Anhedonic Depression scale (MASQ-AD) for use in ROM was scrutinized in a simulation study.</p> <p>Methods</p> <p>The responses of a large sample of patients (<it>N </it>= 3,597) obtained through ROM were used. The psychometric evaluation showed that the items met the requirements for CAT. In the simulations, CATs with several measurement precision requirements were run on the item responses as if they had been collected adaptively.</p> <p>Results</p> <p>CATs employing only a small number of items gave results which, both in terms of depression measurement and criterion validity, were only marginally different from the results of a full MASQ-AD assessment.</p> <p>Conclusions</p> <p>It was concluded that CAT improved the efficiency of the MASQ-AD questionnaire very much. The strengths and limitations of the application of CAT in ROM are discussed.</p

Social Robots and Wearable Sensors for Mitigating Meltdowns in Autism - A Pilot Test

Young individuals with ASD may exhibit challenging behaviors. Among these, self-injurious behavior (SIB) is the most devastating for a person’s physical health and inclusion within the community. SIB refers to a class of behaviors that an individual inflicts upon himself or herself, which may potentially result in physical injury (e.g. hitting one’s own head with the hand or the wrist, banging one’s head on the wall, biting oneself and pulling out one’s own hair). We evaluate the feasibility of a wrist-wearable sensor in detecting challenging behaviors in a child with autism prior to any visible signs through the monitoring of the child’s heart rate, electrodermal activity, and movements. Furthermore, we evaluate the feasibility of such sensor to be used on an ankle instead of the wrist to reduce harm due to hitting oneself by hands and to improve wearable tolerance. Thus, we conducted two pilot tests. The first test involved a wearable sensor on the wrist of a child with autism. In a second test, we investigated wearable sensors on the wrist and on the ankle of a neurotypical child. Both pilot test results showed that the readings from the wearable sensors correlated with the children’s behaviors that were obtained from the videos taken during the tests. Wearable sensors could provide additional information that can be passed to social robots or to the caregivers for mitigating SIBs

Roles, strengths and challenges of using robots in interventions for children with autism apectrum disorder (ASD)

The aim of this research was to study roles, strengths and challenges of robot-mediated interventions using robot KASPAR for children with autism spectrum disorder (ASD). Twelve focus group sessions were organized in which 70 ASD care and/or education professionals participated. Six roles for KASPAR were identified: provoker, reinforcer, trainer, mediator, prompter, and diagnostic information provider. Strengths of KASPAR are related to personalisation possibilities, its playfulness, the action-reaction principle, its neutral expression, consistent and repetitive application of actions, possibilities to vary behaviour in a controlled manner and having an extra hand. Challenges of working with KASPAR were: limited reaction possibilities, possibility of children being scared of KASPAR, difficulties with generalisation or transfer and finally potential dependence on KASPAR