Robotics seems like a topic that is the subject of science fiction, a NASA project, or technology limited to industrial applications. However, recent research has shown the incredible usefulness of assistive robotics for children with physical challenges -- specifically the use of a robotic arm. The research centered on two primary issues: 1) whether a very young child would interact with a robotic arm; and 2) whether that interaction would involve the purposeful use of the arm as a tool to accomplish some desired or requested action. The case discussed below revolves around Leah, a little girl with CP, and it answers both questions with an emphatic yes. Leah’s story demonstrates well the usefulness of robotics for children with physical challenges.
The research with Leah and the robotic arm took place in an early intervention program. The hope was that Leah would learn to manipulate the arm through a switch to retrieve objects, to pick up objects that were too small for her, and to hand a toy to a friend. In addition, the robotic arm was to be used to facilitate social and speech development as she learned to share toys, to understand prepositional concepts (in, on, over, under, etc.), and to actively engage other children in play, instead of being a passive observer. The term “augmentative manipulation” was coined to describe the use of the arm.
The robotic arm was about half the size of an adult arm with an “elbow” and a “shoulder” with two “fingers” that could be used to grip objects. The arm was tied into a personal computer that had software that ran the robotics and was able to automatically collect data about Leah’s progress. Since Leah was not verbal, the team of people working with her would record behavioral data to document her progress. Examples of such behaviors included Leah’s eye movements as she activated the switch to make the arm move, and her physical manifestations of excitement and anticipation when a desired object came closer to her.
The research with Leah and other children showed that there is hierarchy of progress that a child goes through in the use of robotic arms:
- Playing back pre-programmed robotic movements--reaching, grabbing, etc.
- Selecting different switches to complete dissimilar and more difficult tasks.
- Moving the robotic arm to any location and then performing any robotic action that would allow a child to handle an infinite number of manipulatives (e.g., playing in a sandbox with various tools and toys).
Perhaps the most important finding of this research was that the use of robotics significantly affects individuals' self-concept as they learn that they are active members of a group, not merely passive observers. This technology is in its early stages of development, but the next several years promise cheaper robotic arms and systems that are even more sophisticated.
It is imperative that schools and families become more familiar with this technology, since it will not be very long before the topic of “augmentative manipulation” will and should be on the agenda at IEP meetings. Parents should start thinking about requesting evaluations for robotic arms for their children who would potentially benefit from such technology.
The chief researcher for Leah’s case, Albert M. Cook, is the Dean of the Faculty of Rehabilitative Medicine at the University of Alberta in Edmonton, Canada. His study can be found in the 1990 volume of the Journal of Assistive Technology (Cook AM, Liu KM and Hoseit P: Robotic Arm Use by Very Young Motorically Disabled Children, Assist. Technol., 2:51-57, 1990). Additional, relevant robotics studies by Albert Cook can be read here and here. His book, Assistive Technologies: Principles and Practice (2nd Edition), may be purchased here.
There are several web sites for companies that are working in the area of robotics. For starters, you might want to check out Lynxmotion based in Pekin, Illinois, or Jameco's Robot Store.
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