Biomedical Engineering Reference
In-Depth Information
4.5 Integrating Communication and Robotic
Manipulation
As described above, children who use augmentative communication devices
(often called speech generating devices or SGDs) may have diculty in in-
tegrating the control of play objects with the control of the SGD. Just as
Anderson [ 4 ] integrated SGDs and infrared controlled toys, infrared robots
like the Lego roverbot can be controlled via the SGD [ 3 ]. Many SGDs have the
capability to learn infrared commands. Robotic control is important because
much of play and selected portions of theacademiccurriculuminvolvema-
nipulation of real objects. Controlling robots through SGDs allows children
to talk while they play, similar to how typically developing children do it.
Professional experts [ 9 ] and children with and without disabilities per-
formed usability testing with an integrated communication and robotic play
platform. The robot could be used to either play back stored programs or
in direct teleoperated mode. Teleoperation was possible for the experts and
older children (5-year-olds). Younger children (3-year-olds) relied on the play-
back of pre-programmed movement using a single switch. Children were also
given the option of directing another person to do the manipulation in a
play task or to do it directly with the robot. Children preferred to do activ-
ities using the robot rather than directing another person. All children used
the built-in communication functions to spontaneously talk while using the
system during play.
A commercially available communication device was used by a 12-year-old
girl who has Cerebral Palsy to control Lego robots for academic activities
[ 3 , 2 , 1 ]. This study established the feasibility of controlling Lego robots via
an SGD for social studies, math, and robot programming activities. With
systems such as these, children can demonstrate and develop manipulative,
communicative, and cognitive skills in an integrated way.
4.6 Summary
Small robots can provide interesting and engaging opportunities for children
with disabilities to engage in play. They can also allow access to learning
activities involving manipulation. The ways in which children use robots re-
veals a great deal about their cognitive skills and problem solving abilities.
When combined with use of augmentative communication devices, robots
provide a powerful active component to play and academic activities that is
not possible with the communication device alone.
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