Saad Elbeleidy
Ellen Do
Skip Abstract Section
Skip Supplemental Material SectionAbstract
Socially assistive robots play an effective role in children's therapy and education. Robots engage children and provide interaction that is free of the potential judgment of human peers and adults. Research in socially assistive robots for children generally focuses on therapeutic and educational outcomes for those children, informed by a vision of autonomous robots. This perspective ignores therapists and educators, who operate these robots in practice. Through nine interviews with individuals who have used robots to deliver socially assistive services to neurodivergent children, we (1) define a dual-cycle model of therapy that helps capture the domain expert view of therapy, (2) identify six core themes of teleoperator needs and patterns across these themes, (3) provide high-level guidelines and detailed recommendations for designing teleoperated socially assistive robot systems, and (4) outline a vision of robot-assisted therapy informed by these guidelines and recommendations that centers teleoperators of socially assistive robots in practice.
Supplemental Material
Available for Download
- Thomas Armstrong. 2010. Neurodiversity: Discovering the extraordinary gifts of autism, ADHD, dyslexia, and other brain differences. ReadHowYouWant. com.Google Scholar
- Thomas Armstrong. 2017. Neurodiversity: The Future of Special Education?. Educational Leadership, Vol. 74, 7 (2017), 10--16.Google Scholar
- Paul Atkinson, Amanda Coffey, and Sara Delamont. 2003. Key themes in qualitative research: Continuities and changes. Rowman Altamira.Google Scholar
- Kenneth Barish. 2004. What Is Therapeutic in Child Therapy? I. Therapeutic Engagement. Psychoanalytic psychology, Vol. 21, 3 (2004), 385.Google Scholar
- Tony Belpaeme, James Kennedy, Aditi Ramachandran, Brian Scassellati, and Fumihide Tanaka. 2018. Social robots for education: A review. Science robotics, Vol. 3, 21 (2018).Google Scholar
- Teal W Benevides, Stephen M Shore, Kate Palmer, Patricia Duncan, Alex Plank, May-Lynn Andresen, Reid Caplan, Barb Cook, Dena Gassner, Becca Lory Hector, et al. 2020. Listening to the autistic voice: Mental health priorities to guide research and practice in autism from a stakeholder-driven project. Autism, Vol. 24, 4 (2020), 822--833.Google ScholarCross Ref
- Fabiane Barreto Vavassori Benitti. 2012. Exploring the educational potential of robotics in schools: A systematic review. Computers & Education, Vol. 58, 3 (2012), 978--988.Google ScholarDigital Library
- Alain Bernard. 2005. Virtual engineering: methods and tools. Proceedings of the Institution of Mechanical Engineers, Part B: Journal of Engineering Manufacture, Vol. 219, 5 (2005), 413--421.Google ScholarCross Ref
- M Blamires. 1997. Towards an educational model for pupils with autism and Asperger's syndrome. Wiley.Google Scholar
- Madeline M Blankenship and Cathy Bodine. 2020. Socially Assistive Robots for Children With Cerebral Palsy: A Meta-Analysis. IEEE Transactions on Medical Robotics and Bionics, Vol. 3, 1 (2020), 21--30.Google ScholarCross Ref
- Laura Boccanfuso, Sarah Scarborough, Ruth K Abramson, Alicia V Hall, Harry H Wright, and Jason M O'Kane. 2017. A low-cost socially assistive robot and robot-assisted intervention for children with autism spectrum disorder: field trials and lessons learned. Autonomous Robots, Vol. 41, 3 (2017), 637--655.Google ScholarDigital Library
- Kristen Bottema-Beutel, Steven K Kapp, Jessica Nina Lester, Noah J Sasson, and Brittany N Hand. 2021. Avoiding ableist language: Suggestions for autism researchers. Autism in Adulthood, Vol. 3, 1 (2021), 18--29.Google ScholarCross Ref
- Joanna Butchart, Reema Harrison, Jan Ritchie, Felip Mart'i, Chris McCarthy, Sarah Knight, and Adam Scheinberg. 2021. Child and parent perceptions of acceptability and therapeutic value of a socially assistive robot used during pediatric rehabilitation. Disability and rehabilitation, Vol. 43, 2 (2021), 163--170.Google Scholar
- John-John Cabibihan, Hifza Javed, Marcelo Ang, and Sharifah Mariam Aljunied. 2013. Why robots? A survey on the roles and benefits of social robots in the therapy of children with autism. International journal of social robotics, Vol. 5, 4 (2013), 593--618.Google ScholarCross Ref
- Jonathan Casas, Emmanuel Senft, Luisa F Gutierrez, Monica Rincon-Rocancio, Marcela Munera, Tony Belpaeme, and Carlos A Cifuentes. 2021. Social assistive robots: assessing the impact of a training assistant robot in cardiac rehabilitation. International Journal of Social Robotics, Vol. 13, 6 (2021), 1189--1203.Google ScholarCross Ref
- Thierry Chaminade, David Da Fonseca, Delphine Rosset, Ewald Lutcher, Gordon Cheng, and Christine Deruelle. 2012. FMRI study of young adults with autism interacting with a humanoid robot. In 2012 IEEE RO-MAN: The 21st IEEE International Symposium on Robot and Human Interactive Communication. IEEE, 380--385.Google ScholarCross Ref
- Thierry Chaminade, Delphine Rosset, David Da Fonseca, Jessica K Hodgins, and Christine Deruelle. 2015. Anthropomorphic bias found in typically developing children is not found in children with autistic spectrum disorder. Autism, Vol. 19, 2 (2015), 248--251.Google ScholarCross Ref
- Robert Chapman. 2019. Neurodiversity theory and its discontents: Autism, schizophrenia, and the social model of disability. The Bloomsbury companion to philosophy of psychiatry, Vol. 371 (2019).Google Scholar
- Kathy Charmaz. 2006. Constructing grounded theory: A practical guide through qualitative analysis. sage.Google Scholar
- Ylona Chun Tie, Melanie Birks, and Karen Francis. 2019. Grounded theory research: A design framework for novice researchers. SAGE open medicine, Vol. 7 (2019).Google Scholar
- Eva Yin-han Chung. 2019. Robotic intervention program for enhancement of social engagement among children with autism spectrum disorder. Journal of Developmental and Physical Disabilities, Vol. 31, 4 (2019), 419--434.Google ScholarCross Ref
- Eva Yin-han Chung. 2020. Robot-Mediated Social Skill Intervention Programme for Children with Autism Spectrum Disorder: An ABA Time-Series Study. International Journal of Social Robotics (2020), 1--13.Google ScholarCross Ref
- Oliver Damm, Karoline Malchus, Petra Jaecks, Soeren Krach, Frieder Paulus, Marnix Naber, Andreas Jansen, Inge Kamp-Becker, Wolfgang Einhaeuser-Treyer, Prisca Stenneken, et al. 2013. Different gaze behavior in human-robot interaction in Asperger's syndrome: An eye-tracking study. In IEEE International Symposium on Robot-Human Interactive Communication (RO-MAN). 368--369.Google ScholarCross Ref
- Julia Dawe, Craig Sutherland, Alex Barco, and Elizabeth Broadbent. 2019. Can social robots help children in healthcare contexts? A scoping review. BMJ paediatrics open, Vol. 3, 1 (2019).Google Scholar
- Joshua J Diehl, Lauren M Schmitt, Michael Villano, and Charles R Crowell. 2012. The clinical use of robots for individuals with autism spectrum disorders: A critical review. Research in autism spectrum disorders, Vol. 6, 1 (2012), 249--262.Google Scholar
- Saad Elbeleidy, Terran Mott, and Tom Williams. 2022. Practical, Ethical, and Overlooked: Teleoperated Socially Assistive Robots in the Quest for Autonomy. In Proceedings of the 2022 ACM/IEEE International Conference on Human-Robot Interaction (Sapporo, Hokkaido, Japan) (HRI '22). IEEE Press, 577--587.Google ScholarCross Ref
- Saad Elbeleidy, Daniel Rosen, Dan Liu, Aubrey Shick, and Tom Williams. 2021. Analyzing Teleoperation Interface Usage of Robots in Therapy for Children with Autism. In Proceedings of the ACM Interaction Design and Children Conference.Google ScholarDigital Library
- David Feil-Seifer and Maja J Mataric. 2005. Defining socially assistive robotics. In 9th International Conference on Rehabilitation Robotics, 2005. ICORR 2005. IEEE, 465--468.Google ScholarCross Ref
- Irini Giannopulu. 2013. Multimodal cognitive nonverbal and verbal interactions: the neurorehabilitation of autistic children via mobile toy robots. IARIA International Journal of Advances in Life Sciences, Vol. 5 (2013).Google Scholar
- Flannery Hope Currin, Kyle Diederich, Kaitlyn Blasi, Allyson Dale Schmidt, Holly David, Kerry Peterman, and Juan Pablo Hourcade. 2021. Supporting Shy Preschool Children in Joining Social Play. In Interaction Design and Children. 396--407.Google ScholarDigital Library
- Fine Art Miracles Inc. 2021. Fine Art Miracles. https://fineartmiracles.com/Google Scholar
- Katarzyna Kabaci'nska, Tony J Prescott, and Julie M Robillard. 2020. Socially Assistive Robots as Mental Health Interventions for Children: A Scoping Review. International Journal of Social Robotics (2020), 1--17.Google Scholar
- Katarzyna Kabaci'nska, Tony J Prescott, and Julie M Robillard. 2021. Socially assistive robots as mental health interventions for children: a scoping review. International Journal of Social Robotics, Vol. 13, 5 (2021), 919--935.Google ScholarCross Ref
- Elizabeth S Kim, Lauren D Berkovits, Emily P Bernier, Dan Leyzberg, Frederick Shic, Rhea Paul, and Brian Scassellati. 2013. Social robots as embedded reinforcers of social behavior in children with autism. Journal of autism and developmental disorders, Vol. 43, 5 (2013), 1038--1049.Google ScholarCross Ref
- Kirsti Malterud, Volkert Dirk Siersma, and Ann Dorrit Guassora. 2016. Sample size in qualitative interview studies: guided by information power. Qualitative health research, Vol. 26, 13 (2016), 1753--1760.Google Scholar
- Maja J Matarić and Brian Scassellati. 2016. Socially assistive robotics. In Springer handbook of robotics. Springer, 1973--1994.Google Scholar
- Micki McGee. 2012. Neurodiversity. Contexts, Vol. 11, 3 (2012), 12--13.Google ScholarCross Ref
- Francc ois Michaud, Tamie Salter, Audrey Duquette, Henri Mercier, Michel Lauria, Helene Larouche, and Francois Larose. 2007. Assistive technologies and child-robot interaction. In AAAI spring symposium on multidisciplinary collaboration for socially assistive robotics.Google Scholar
- Junya Nakanishi, Jun Baba, and Hiroshi Ishiguro. 2022. Robot-Mediated Interaction Between Children and Older Adults: A Pilot Study for Greeting Tasks in Nursery Schools. In Proceedings of the 2022 ACM/IEEE International Conference on Human-Robot Interaction (Sapporo, Hokkaido, Japan) (HRI '22). IEEE Press, 63--70.Google ScholarCross Ref
- Autistic Self Advocacy Network and L. Berry. 2020. Welcome to the Autistic Community. Autistic Press. https://books.google.com/books?id=bzRszQEACAAJGoogle Scholar
- PEERbots. 2021. PEERbots. https://peerbots.orgGoogle Scholar
- Giovanni Pioggia, ML Sica, Marcello Ferro, Roberta Igliozzi, Filippo Muratori, Arti Ahluwalia, and Danilo De Rossi. 2007. Human-robot interaction in autism: FACE, an android-based social therapy. In RO-MAN 2007-the 16th IEEE international symposium on robot and human interactive communication. IEEE, 605--612.Google Scholar
- Sarah M Rabbitt, Alan E Kazdin, and Brian Scassellati. 2015. Integrating socially assistive robotics into mental healthcare interventions: Applications and recommendations for expanded use. Clinical psychology review, Vol. 35 (2015), 35--46.Google Scholar
- Ben Robins, Kerstin Dautenhahn, Rene Te Boekhorst, and Aude Billard. 2004. Effects of repeated exposure to a humanoid robot on children with autism. In Designing a more inclusive world. Springer, 225--236.Google Scholar
- Mohammed A Saleh, Habibah Hashim, Nur Nabila Mohamed, Ali Abd Almisreb, and Benjamin Durakovic. 2020. Robots and autistic children: a review. Periodicals of Engineering and Natural Sciences (PEN), Vol. 8, 3 (2020), 1247--1262.Google Scholar
- Zohreh Salimi, Ensiyeh Jenabi, and Saeid Bashirian. 2021. Are Social Robots Ready Yet to be Used in Care and Therapy of Autism Spectrum Disorder: A Systematic Review of Randomized Controlled Trials. Neuroscience & Biobehavioral Reviews (2021).Google Scholar
- Brian Scassellati, Henny Admoni, and Maja Matarić. 2012. Robots for use in autism research. Annual review of biomedical engineering, Vol. 14 (2012).Google Scholar
- Brian Scassellati, Laura Boccanfuso, Chien-Ming Huang, Marilena Mademtzi, Meiying Qin, Nicole Salomons, Pamela Ventola, and Frederick Shic. 2018. Improving social skills in children with ASD using a long-term, in-home social robot. Science Robotics, Vol. 3, 21 (2018).Google ScholarCross Ref
- Syamimi Shamsuddin, Hanafiah Yussof, Salina Mohamed, Fazah Akhtar Hanapiah, and Luthffi Idzhar Ismail. 2013. Stereotyped behavior of autistic children with lower IQ level in HRI with a humanoid robot. In 2013 IEEE Workshop on Advanced Robotics and its Social Impacts. IEEE, 175--180.Google ScholarCross Ref
- Aubrey Shick. 2013. Romibo Robot Project: An Open-Source Effort to Develop a Low-Cost Sensory Adaptable Robot for Special Needs Therapy and Education. In ACM SIGGRAPH 2013 Studio Talks (Anaheim, California) (SIGGRAPH '13). Association for Computing Machinery, New York, NY, USA, Article 16, 1 pages. https://doi.org/10.1145/2503673.2503689Google ScholarDigital Library
- Richard L Simpson, Michael McKee, Dixie Teeter, and Alyson Beytien. 2007. Evidence-based methods for children and youth with autism spectrum disorders: Stakeholder issues and perspectives. Exceptionality, Vol. 15, 4 (2007), 203--217.Google ScholarCross Ref
- Lai Poh Emily Toh, Albert Causo, Pei-Wen Tzuo, I-Ming Chen, and Song Huat Yeo. 2016. A review on the use of robots in education and young children. Journal of Educational Technology & Society, Vol. 19, 2 (2016), 148--163.Google Scholar
- Joshua Wainer, Ester Ferrari, Kerstin Dautenhahn, and Ben Robins. 2010. The effectiveness of using a robotics class to foster collaboration among groups of children with autism in an exploratory study. Personal and Ubiquitous Computing, Vol. 14, 5 (2010), 445--455.Google ScholarDigital Library
- Joshua Wainer, Ben Robins, Farshid Amirabdollahian, and Kerstin Dautenhahn. 2014. Using the humanoid robot KASPAR to autonomously play triadic games and facilitate collaborative play among children with autism. IEEE Transactions on Autonomous Mental Development, Vol. 6, 3 (2014), 183--199.Google ScholarCross Ref
- Maureen Werrbach. [n.d.]. Common compensation models for group practices. https://blog.therapynotes.com/common-compensation-models-for-group-practicesGoogle Scholar
Index Terms
- Beyond the Session: Centering Teleoperators in Socially Assistive Robot-Child Interactions Reveals the Bigger Picture
Recommendations
A low-cost socially assistive robot and robot-assisted intervention for children with autism spectrum disorder: field trials and lessons learned
Recent research has employed socially assistive robots as catalysts for social interaction and improved communication in young children with autism spectrum disorder (ASD). Studies describe observed therapeutic outcomes such as increased speech, social ...
A Tactile Robot for Developmental Disorder Therapy
TechMindSociety '18: Proceedings of the Technology, Mind, and SocietyDevelopmental disorders, such as Attention-Deficit-- Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD), have clinical symptoms of inattention, hyperactivity, and impulsivity. These symptoms are often accompanied by tactile and ...
An Overview of Socially Assistive Robotics for Special Education
Social RoboticsAbstractSocial Robots have been used in applications such as healthcare, education, services, and entertainment. Among all these, Socially Assistive Robots (SARs) have proved to have significant impact in the assistance to people with learning ...
Comments