PRE2018 3 Group15

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Group members

Name Student ID
Sanne van den Aker 1258788
Leon Cavé 1240614
Robin van Tol 1246240
Heleen Fischer 1223688
Laura Barendsz 1245706

Introduction

Problem Statement

Objectives

Users

For our main users we confined to children between aged 4 and 12 (this might be changed during the project) which is the age for primary school in the Netherlands who have autism spectrum disorder (ASD). Their needs will be defined as the needs they have of improving their social interactivity skills by means of education to help cope with their neurological disorder. As stated below children with ASD are more vulnerable to emotional and behavioural difficulties;

“Children with developmental disorders such as specific language impairment (SLI) and autism spectrum disorders (ASD) appear to be more vulnerable to emotional and behavioural difficulties than typically developing children.” Wenche Andersen Hellanda, Turid Helland (2017) [12]

This is something to be considered in the education of children with ASD, however we will (for now) confine ourselves to the educational needs of children with ASD to help them increase their social skills by means of a robot. Many studies have already been done on the use of robots for educational purposes and many proposed methods proved an effective tool to improve the social skills of these children (see literature study). Some of these studies even stated the robots to be more effective at attracting attention while teaching [11]. Thus these robots seem to be in line with the needs of the main users when implemented correctly.

Approach

The goal of our project is to help young autistic children with their social behavior. We want to do this with the help of a robot Nao.

To determine the needs of the children a literature study will be performed. This study also includes a research about what is already done, so the state-of-the-art is explored.

With the information obtained a code for the robot will be written. This will be done in either in TiViPe or Choregraphe depending on the complexity of our project.

When the code of the robot is finished we will test it with autistic children and teachers of an elementary school. The results and feedback will be implemented after this. At the end of the project the robot will be demonstrated with all the adjustments mentioned by the children and teachers.


Planning

  • Week 2:
  • Introduction; Sanne
  • Problem statement; Sanne & Laura
  • User’s and RPC's; Leon
  • Milestones; Robin
  • Add planning and headings to the wiki; Robin
  • State-of-the-art literature study; Everyone
  • Write smart objectives; Heleen
  • Approach; Laura
  • Week 3:
  • Literature study; Heleen & Laura
  • Write scenarios; Robin & Leon
  • Interview Emilia; Everyone
  • Find people for the interview; Sanne
  • Week 4:
  • Literature study; Heleen & Laura
  • Start programming; Robin & Leon
  • Test plan; Sanne
  • Week 5:
  • Make a working version; Robin & Leon
  • Test plan; Sanne, Heleen & Laura
  • Update wiki; Heleen & Laura
  • Week 6:
  • User test + interview; Sanne, Leon & Robin
  • Adjust code; Leon & Robin
  • Process results; Heleen, Laura & Sanne
  • Week 7:
  • Process code feedback; Leon & Robin
  • Write a conclusion and update wiki; Heleen & Laura
  • Make presentation; Sanne
  • Week 8:
  • Provide presentation; Leon, Sanne & Heleen

State of the Art sources

  • [1]
  • URL https://dl.acm.org/citation.cfm?id=3210909
  • Website Title Contents: Using the Digital Library
  • Article Title Effects of robots' intonation and bodily appearance on robot-mediated communicative treatment outcomes for children with autism spectrum disorder
  • Date Accessed February 13, 2019
  • [2]
  • [3]
  • [4]
  • URL https://dl.acm.org/citation.cfm?id=3210909
  • Website Title Contents: Using the Digital Library
  • Article Title Effects of robots' intonation and bodily appearance on robot-mediated communicative treatment outcomes for children with autism spectrum disorder
  • Date Accessed February 13, 2019
  • [5]
  • [6]
  • [7]
  • URL https://doi.org/10.3109/17518423.2012.739212
  • Website Title Taylor & Francis online
  • Article Title Promoting question-asking in school-aged children with autism spectrum disorders: Effectiveness of a robot intervention compared to a human-trainer intervention
  • Date Published October 9, 2012
  • Date Accessed February 13, 2019
  • [8]
  • URL http://dx.doi.org/10.1016/j.jpsychires.2017.02.004
  • Website Title ScienceDirect
  • Article Title ) Improving therapeutic outcomes in autism spectrum disorders: Enhancing social communication and sensory processing through the use of interactive robots
  • Date Published July 2017
  • Date Accessed February 13, 2019
  • [9]
  • URL http://dx.doi.org/10.1016/j.robot.2015.11.004
  • Website ScienceDirect
  • Article Title A robot-assisted behavioral intervention system for children with autism spectrum disorders
  • Date Published February 2017
  • Date Accessed February 13, 2019
  • [10]
  • [11]
  • URL https://doi.org/10.1016/j.ridd.2019.01.002
  • Website Title ScienceDirect
  • Article Title Who is a better teacher for children with autism? Comparison of learning outcomes between robot-based and human-based interventions in gestural production and recognition
  • Date Published March 2019
  • Date Accessed February 13, 2019
  • [12]
  • URL http://dx.doi.org/10.1016/j.ridd.2017.08.009
  • Website Title ScienceDirect
  • Article Title Emotional and behavioural needs in children with specific language impairment and in children with autism spectrum disorder: The importance of pragmatic language impairment.
  • Date Published November 2017
  • Date Accessed February 13, 2019

Scenerios

Test plan

Actual testing

Interview

Presentation

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