An exploratory study of children’s pretend play when using a switch-controlled assistive robot to manipulate toys / Kim Adams in The British Journal of Occupational Therapy, Vol.80 Issue 4 (April 2017)

Public ISBD [article]  inThe British Journal of Occupational Therapy > Vol.80 Issue 4 (April 2017) . - p. 216-224 Titre : An exploratory study of children’s pretend play when using a switch-controlled assistive robot to manipulate toys Type de document : texte imprimé Auteurs : Kim Adams ; Adriana M. Rios Rincon ; Lina M. Becerra Puyo ; [et al...] Année de publication : 2017 Article en page(s) : p. 216-224 Langues : Anglais (eng) Mots-clés : robot d'assistance  jeu  développement de l'enfant  troubles moteurs Résumé : Introduction Assistive robots could be a means for children with physical disabilities to manipulate toys and for occupational therapists to track children’s play development. This study aimed to (a) establish if free play set-ups without and with a robot would elicit a developmental sequence of play in typically developing children, (b) determine if the robot affected children’s play and (c) observe the play schemes that children performed. Method An experimental crossover design was conducted. Thirty typically developing children between the ages of 3 and 8 years old performed free play activities with conventional toys or unstructured materials without and with a switch-controlled Lego Mindstorms robot. Children’s pretend and functional play was analyzed using a coding scheme developed for the present study. Results There was a trend, increasing with age, for pretend play without the robot with unstructured materials (p = .002), and with the robot, for conventional toys (p = 0.015) and unstructured materials (p = 0.027). Younger children exhibited more pretend play without the robot than with it. Conclusion Assistive robots and appropriate play set-ups can provide a method to measure the play development level of children with disabilities, and support pretend play. Suggestions to support pretend play when children with disabilities use assistive robots are discussed. Permalink : ./index.php?lvl=notice_display&id=48405 [article] An exploratory study of children’s pretend play when using a switch-controlled assistive robot to manipulate toys [texte imprimé] / Kim Adams ; Adriana M. Rios Rincon ; Lina M. Becerra Puyo ; [et al...] . - 2017 . - p. 216-224. Langues : Anglais (eng) in The British Journal of Occupational Therapy > Vol.80 Issue 4 (April 2017) . - p. 216-224 Mots-clés : robot d'assistance  jeu  développement de l'enfant  troubles moteurs Résumé : Introduction Assistive robots could be a means for children with physical disabilities to manipulate toys and for occupational therapists to track children’s play development. This study aimed to (a) establish if free play set-ups without and with a robot would elicit a developmental sequence of play in typically developing children, (b) determine if the robot affected children’s play and (c) observe the play schemes that children performed. Method An experimental crossover design was conducted. Thirty typically developing children between the ages of 3 and 8 years old performed free play activities with conventional toys or unstructured materials without and with a switch-controlled Lego Mindstorms robot. Children’s pretend and functional play was analyzed using a coding scheme developed for the present study. Results There was a trend, increasing with age, for pretend play without the robot with unstructured materials (p = .002), and with the robot, for conventional toys (p = 0.015) and unstructured materials (p = 0.027). Younger children exhibited more pretend play without the robot than with it. Conclusion Assistive robots and appropriate play set-ups can provide a method to measure the play development level of children with disabilities, and support pretend play. Suggestions to support pretend play when children with disabilities use assistive robots are discussed. Permalink : ./index.php?lvl=notice_display&id=48405

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Using robots to assess problem-solving skills / Kim Adams in The British Journal of Occupational Therapy, Vol.81 Issue 3 (March 2018)

Public ISBD [article]  inThe British Journal of Occupational Therapy > Vol.81 Issue 3 (March 2018) . - p. 171-176 Titre : Using robots to assess problem-solving skills Type de document : texte imprimé Auteurs : Kim Adams ; Liliana Alvarez ; Lina M. Becerra Puyo ; [et al...] Année de publication : 2018 Article en page(s) : p. 171-176 Langues : Anglais (eng) Mots-clés : ergothérapie  enfant  robot  assistance technologique  handicap physique Résumé : Introduction Assistive robots may allow children with physical disabilities to manipulate objects and provide a means to participate in cognitive assessments of problem-solving skills. This study aimed to test the problem-solving skills of typically developing children when using a LEGO® robot to solve a reverse sequencing task. Additionally, the study aimed to determine the chronological ages at which typically developing children can effectively solve the levels of difficulty. Method An experimental crossover study was conducted, where 30 typically developing children aged from 3 to 7 years old were randomly assigned to a first condition (either robot or direct hand manipulation using a toy truck). Results This pilot study demonstrated that older children outperformed younger children when they used both the truck and the robot, and that the robot was best suited for children over the age of five. Conclusion Children were able to use the robot to manipulate objects and perform the problem-solving task. A robot may be an alternative assessment tool to identify problem-solving skills for children with disabilities. A larger sample size is required to build a database of results when typically developing children use robots, to gauge the level of understanding of children with disabilities. Permalink : ./index.php?lvl=notice_display&id=57847 [article] Using robots to assess problem-solving skills [texte imprimé] / Kim Adams ; Liliana Alvarez ; Lina M. Becerra Puyo ; [et al...] . - 2018 . - p. 171-176. Langues : Anglais (eng) in The British Journal of Occupational Therapy > Vol.81 Issue 3 (March 2018) . - p. 171-176 Mots-clés : ergothérapie  enfant  robot  assistance technologique  handicap physique Résumé : Introduction Assistive robots may allow children with physical disabilities to manipulate objects and provide a means to participate in cognitive assessments of problem-solving skills. This study aimed to test the problem-solving skills of typically developing children when using a LEGO® robot to solve a reverse sequencing task. Additionally, the study aimed to determine the chronological ages at which typically developing children can effectively solve the levels of difficulty. Method An experimental crossover study was conducted, where 30 typically developing children aged from 3 to 7 years old were randomly assigned to a first condition (either robot or direct hand manipulation using a toy truck). Results This pilot study demonstrated that older children outperformed younger children when they used both the truck and the robot, and that the robot was best suited for children over the age of five. Conclusion Children were able to use the robot to manipulate objects and perform the problem-solving task. A robot may be an alternative assessment tool to identify problem-solving skills for children with disabilities. A larger sample size is required to build a database of results when typically developing children use robots, to gauge the level of understanding of children with disabilities. Permalink : ./index.php?lvl=notice_display&id=57847

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