Publications related to robots for autistic care.
- T. Lourens and E. I. Barakova. User-Friendly Robot Environment for Creation of Social Scenarios [2.56 MB pdf]. In J. M. Ferrandez, J. R. Alvarez, F. de la Paz, and F. J. Toledo, editors, IWINAC 2011, number 6686 in Lecture Notes in Computer Science, pages 212-221, La Palma, Spain, May-June 2011. Springer-verlag.
Abstract
This paper proposes a user-friendly framework for designing robot behaviors by users with minimal understanding of programming. It is a step towards an end-user platform which is meant to be used by domain specialists for creating social scenarios, i.e. scenarios in which not high precision of movement is needed but frequent redesign of the robot behavior is a necessity. We show by a hand shaking experiment how convincing it is to construct robot behavior in this framework.
- E. I. Barakova, J. Gillessen, and L. Feijs Social training of autistic children with interactive intelligent agents [877 KB pdf]. Journal of Integrative Neuroscience, 8(1):23-34, 2009.
Abstract
The ability of autistic children to learn by applying logical rules has been used widely in behavioral therapies for social training. We propose to teach social skills to autistic children through games that simultaneously stimulate social behavior and include recognition of elements of social interaction. For this purpose we created a multi-agent platform of interactive blocks, and we created appropriate games that require shared activities leading to a common goal. The games included perceiving and understanding elements of social behavior that non-autistic children can recognize. We argue that the importance of elements of social interaction such as perceiving interaction behaviors and assigning metaphoric meanings has been overlooked, and that they are very important in the social training of autistic children. Two games were compared by testing them with users. The first game focused only on the interaction between the agents and the other combined interaction between the agents and metaphoric meanings that are assigned to them. The results show that most of the children recognized the patterns of interaction as well as the metaphors when they were demonstrated through embodied agents and were included within games having features that engage the interest of this user group. The results also show the potential of the platform and the games to influence the social behavior of the children positively.
- Emilia I. Barakova and Winai Chonnaparamutt Timing sensory integration for robot simulation of autistic behavior [336 KB pdf]. IEEE Robotics and Automation Magazine , 16(3):51-58, 2009.
Abstract
This paper applies the dynamic neural field model [1,2,3] to multimodal interaction of sensory cues obtained from a mobile robot, and shows the impact of different temporal aspects of the integration to precision of movements. We speculate that temporally uncoordinated sensory integration might be a reason for the poor motor skills of patients with autism. Accordingly we make a simulation of 2D orientation behavior, and suggest that the results can be generalized for reaching to grasp movement that is performed in three dimensional space. Our experiments show that the impact of temporal aspects of sensory integration on the precision of movement is concordant with behavioral studies of sensory integrative dysfunction and autism. Specifically, the simulation predicts that distant grasping will be performed properly by autistic people in general, except if it requires a combination of proximal and distant sensory information, as in the case of proximal obstacles. Our simulation and the robot experiment will be implemented in a humanoid robot and will serve as a basis for games for behavioral training of autistic children.
- Emilia I. Barakova and Tino Lourens Expressing and interpreting emotional movements in social games with robots. Personal and Ubiquitous Computing, (2010) 14:457–467.
Abstract
This paper provides a framework for recording, analyzing and modeling of 3 dimensional emotional movements for embodied game applications. To foster embodied interaction, we need interfaces that can develop a complex, meaningful understanding of intention—both kinesthetic and emotional—as it emerges through natural human movement. The movements are emulated on robots or other devices with sensory-motor features as a part of games that aim improving the social interaction skills of children. The design of an example game platform that is used for training of children with autism is described since the type of the emotional behaviors depends on the embodiment of the robot and the context of the game. The results show that quantitative movement parameters can be matched to emotional state of the embodied agent (human or robot) using the Laban movement analysis. Emotional movements that were emulated on robots using this principle were tested with children in the age group 7–9. The tests show reliable recognition on most of the behaviors.
- J. C. J. Brok, E. I. Barakova Engaging autistic children in imitation and turn-taking games with multiagent system of interactive lighting blocks.in H.S. Yang et al. (Eds.): ICEC 2010, ., LNCS 6243, pp. 115–126, 2010.
Abstract
In this paper game scenarios that aim to establish elements of cooperative play such as imitation and turn taking between children with autism and a caregiver are investigated. Multiagent system of interactive blocks is used to facilitate the games. The training elements include verbal description followed by imitation of video-modeled play episodes. By combining this method with the tangible multiagent platform of interactive blocks (i-blocks) children with autism could imitate play episodes that involved turn taking with a caregiver. The experiment showed that most of the children managed to imitate the play scenarios after video modeling, and repeat the behaviors with the tangible and appealing block platform. When all the actions were well understood by the autistic children, they performed willingly turn taking cooperative behaviors, which they normally do not do.
- S. H. M. Alers, E. I. Barakova Multi-agent platform for development of educational games for children with autism [625 KB pdf].IEEE ICE CIG 2009, pp 47-53, ISBN: 978-1-4244-4459-5, 2009.
Abstract
Multi-agent system of autonomous interactive blocks that can display its active state through color and light intensity has been developed. Depending on the individual rules, these autonomous blocks could express emergent behaviors which are a basis for various educational games. The multi-agent system is used for developing games for behavioral training of autistic children. This paper features the functional and electronic design of the individual blocks and transformation of the multi-agent system to a platform that allows multiple games to be designed through easy reprogramming of the blocks. Three game concepts that show the type of games that can easily be implemented and reprogrammed are described. The impact of this platform is shortly mentioned in the discussion. The initial tests of using the platform for various educational games are very positive. However, the results of user tests go beyond the scope of this paper and are not discussed in the text that follows.
- E. I. Barakova, G. van Wanrooij, R. van Limpt, and M. Menting Using an emergent system concept in designing interactive games for autistic children [401 KB pdf]. 6th International Conference on Interaction Desing and Children (IDC07), pages 73-77, Aalborg Denmark, June 2007. ACM 978-1-59593-747-6.
Abstract
This paper features the design process, the outcome, and preliminary tests of an interactive toy that expresses emergent behavior and can be used for behavioral training of autistic children, as well as for an engaging toy for every child. We exploit the interest of the autistic children in regular patterns and order to stimulate their motivational, explorative and social skills. As a result we have developed a toy that consists of undefined number of cubes that express emergent behavior by communicating with each other and changing their colors as a result of how they have been positioned by the players. The user tests have shown increased time of engagement of the children with the toy in comparison with their usual play routines, pronounced explorative behavior and encouraging results with improvement of turn taking interaction.
- E. I. Barakova Emotion recognition in robots in a social game for autistic children [113 KB pdf]. In J. Sturm and M.M. Bekker, editors, Proceedings of the 1st workshop on Design for Social Interaction through Physical Play, pages 21-25. Eindhoven, the Netherlands, 2008.
Abstract
This paper provides a framework for a social game that has as a goal improving the social interaction skills through associative play. It describes the design of the game platform and an ongoing study on the perception of emotional expression from motion cues for communication and social coordination. Especially, children with autism spectrum disorders are targeted, since they will benefit most from behavioral training that may improve their social skills. The promising results from two stages of this work are shown.
- E. I. Barakova, J. C. C. Gillesen, and L. M. G. Feijs Use of goals and dramatic elements in behavioral training of children with ASD [303 KB pdf]. Proceedings of the 7th international conference on Interaction design and children, pages 37-40, 2008. ACM, New York.
Abstract
We describe the development of a multi-agent platform and adequate games that aim to stimulate social behavior of autistic children. User tests with two games, one with emerging patterns and another with goals and dramatic elements were compared. The results show that the childeren do not play significantly longer with either of the games, when exposed for first time to the multi-agent toy. Interestingly, most of the children recognized the dramatic elements, which makes us believe that by longer exposure and proper guidance children might be thought social skills. Test results are described quantitatively and qualitatively.
- W. Chonnaparamutt and E. I. Barakova Robot Simulation of Sensory Integration Dysfunction in Autism with Dynamic Neural Fields Model [578 KB pdf]. Im L. Rutkowski et al., editors, ICAISC 2008, number 5079 in Lecture Notes in Artificial Intelligence, pages 741-751, 2008. Springer-verlag.
Abstract
This paper applies dynamic neural fields model [1,23,7] to multimodal interaction of sensory cues obtained from a mobile robot, and shows the impact of different temporal aspects of the integration to the precision of movements. We speculate that temporally uncoordinated sensory integration might be a reason for the poor motor skills of patients with autism. Accordingly, we make a simulation of orientation behavior and suggest that the results can be generalized for grasping and other movements that are performed in three dimensional space. Our experiments show that impact of temporal aspects of sensory integration on the precision of movement are concordant with behavioral studies of sensory integration dysfunction and of autism. Our simulation and the robot experiment may suggest ideas for understanding and training the motor skills of patients with sensory integration dysfunction, and autistic patients in particular, and are aimed to help design of games for behavioral training of autistic children.
- S. H. M. Alers, E. I. Barakova Multi-agent platform for development of educational games for children with autism [625 KB pdf]. IEEE ICE CIG 2009, in press, 2009.
Abstract
Multi-agent system of autonomous interactive blocks that can display its active state through color and light intensity has been developed. Depending on the individual rules, these autonomous blocks could express emergent behaviors which are a basis for various educational games. The multi-agent system is used for developing games for behavioral training of autistic children. This paper features the functional and electronic design of the individual blocks and transformation of the multi-agent system to a platform that allows multiple games to be designed through easy reprogramming of the blocks. Three game concepts that show the type of games that can easily be implemented and reprogrammed are described. The impact of this platform is shortly mentioned in the discussion. The initial tests of using the platform for various educational games are very positive. However, the results of user tests go beyond the scope of this paper and are not discussed in the text that follows.