Keepon interaction w/ normally developingchernova/CS7633/slides/Lecture12.pdf · Keepon interaction...
Transcript of Keepon interaction w/ normally developingchernova/CS7633/slides/Lecture12.pdf · Keepon interaction...
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Keepon interactionw/normallydevelopingchildren• 0–1-year-olds:Interactionwasdominatedbytactileexplorationusingthehandsand/ormouth.Thechildrendidnotpaymuchattentiontotheattentiveexpressionsoftherobot,buttheyexhibitedpositiveresponses(suchaslaughingorbobbingtheirbodies)toitsemotiveexpressions.• 1–2-year-olds:Thechildrendemonstratednotonlytactileexplorationbutalsoawarenessoftherobot’sattentivestate,sometimesfollowingitsattention.Somemimickeditsemotiveexpressionsbyrockingandbobbingtheirownbodies.• 2+-year-olds:Thesechildrenfirstcarefullyobservedtherobot’sbehaviorandhowcaregiversinteractedwithit.Soontheyinitiatedsocialexplorationbyshowingittoys,soothingit(bystrokingitshead),orverballyinteractingwithit(suchasaskingquestions).
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Preschoolers
• Studywith27normallydeveloping3-4yearoldsovermultipleweeks
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• Violentvs.protectivebehavior:InS3,aboyTM(hereafterTM/m)beatKeepon severaltimes,andagirlSR(hereafterSR/f)stoppedhim,“No!No!”InS9,whenNR/mhitKeepon’s headseveraltimes,HN/fstoppedhimbysaying,“Ithurts!Ithurts!”InS13,FS/mandTA/mstronglyhitKeepon’s headacoupleoftimes,asifdemonstratingtheirbravenesstoeachother.YT/fandIR/f,observingthis,approachedKeepon andcheckedifithadbeeninjured,thenYT/fsaidtoKeeponandIR/f,“Boysareallalike.TheyallhitKeepon,”strokingitsheadgently.
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• Demonstrativebehavior:InS6,KT/fplayedwithKeepon intheoutdoorplayground;aboyinthe4-year-oldclassapproachedKeeponandsaidtoKT/f(referringtoKeepon),“Thisisacamera.Thisisamachine,”butKT/finsisted,“No,theseareKeepon’s eyes!”• InS8,pointingtoaninsectcage,SR/fguidedKeepon’s attentiontoit.DuringreadingtimeinS11,NK/fandTM/mapproachedandshowedtheirpicturebookstoKeepon.• InS17,YT/ftaughtKeepon somewords—showingitthecap,shesaid,“say,Bo-shi,”thenswitchedtoKeepon’s knittedcapandsaid,“ThisisaknitBo-shi,thatyouwearinwinter”(towhichKeepon couldonlyrespondbybobbing).• InS25,NK/fgaveatoysledtoKeepon.Keepon showedapreferencetoanothertoyNK/fwasholding.Aftersomenegotiation,NK/fbroughtoveranothersledandpersuadedKeepon,“Nowyouhavethesamethingasme.”
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• Self-consciousbehavior:InS22,afterallthechildrenpracticedasongwiththeteachers,severalofthemrantoKeepon andaskedonebyone,“Wasitgood?”,towhichKeepon respondedbynoddingandbobbingtogivepraise.InS24,NZ/msangasongquietlyforawhile;whenhenoticedKeepon besidehim,hebecamesurprisedandashamed.
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Longitudinalautismstudy
• 1.5yearstudy,>500childinteractionsessions• 2-4yearoldchildrenw/autism,Down’ssymdrome,Asperger’sandsimilarconditions• teleoperated Keepon robot
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MostcommonchallengesassociatedwithAutism• Socialinteraction:Difficultyinunderstandingothers‘intentionandemotion,andinsharinginterestsandactivitieswithothers;difficultyinformingsocial,cooperativerelationships.• Communication:Difficultyinverbalandnon-verbalcommunication,especiallyofeverydaypragmaticuse;delayorlackoflanguagedevelopment;stereotypedandrepetitivespeech.• Imagination:Stereotypedandrestrictedpatternofinterestandbehavior;adherencetospecificthingsandaimlessroutines;difficultyincopingwithnovelsituations(e.g.,unknownplacesoractivities).
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ParticipantM(15sessions,3months)
• MshowedstronginterestfromSession1(hereafterS1),butdidnotgetclosetoKeepon.ThroughS1toS7,MavoidedbeinglookedstraightatbyKeepon (i.e.,aversiontoeye-contact);howeverMoftenlookedintoKeepon's prfiole.
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ParticipantM(15sessions,3months)
• InS5,afterobservinganotherchildRputapapercylinderonKeepon's head,Mdraggedthenurse'sarm,askinghertodothesamethingtoKeepon.Whenthenursecompletedthetask,MlookedsatisfiedandleftfromKeepon.ThroughS5toS10,thedistancetoKeepon graduallygotshorter(to40.50cm).
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ParticipantM(15sessions,3months)
• InS11,MtouchedtheheadofKeepon withaxylophonestick,thenMdirectlytouchedwithherhandasifMhadexaminedthetextureandsmellofKeepon.
• Afterthisfirsttouch,Mstartedsocialinteractionsincludingeye-contactandvocalization(S12.),puttingacaponKeepon,askinghermothertodothesame(S13.),andhuggingandkissingKeepon(S14).
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ParticipantN(39sessions,18months)
• InS1,NgazedatKeepon foralongtime.AfterobservinganotherchildWplayedwithKeepon usingatoy,NwasencouragedtoplaywithKeepon usingthesametoy,butNdidnotshowinterestindoingthat.
• ThroughS2toS14,NdidnotpayattentiontoKeepon,evenwhenshewasnexttoit.However,NoftenglancedatKeepon,whenshenoticeditssound,suchas“Pongpong pong”.
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ParticipantN(39sessions,18months)
• InS15,afterobservinganotherchildRputacaponKeepon's head,NtouchedKeepon withherfinger.• InS16(after3-monthbreakfromS15),NcameclosetoKeepon andlookedintoitsmovement.Inthesnacktime,NcametoKeepon andpokeditsnose,towhichKeepon respondedbybobbing,andNshowedsurpriseandsmile.Themothersandnursesburstintolaughter.Duringthisplay,Noftenmadereferentiallookswithsmiletohermotherandthenurse.
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ParticipantN(39sessions,18months)
• FromS17,NoftensatinfrontofKeepon withhermother;sometimesshetouchedKeepon toderivesomeresponse.FromS20,NstartedexploringKeepon's abilitybywalkingaroundittoseeifitcouldfollowher.
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ParticipantN(39sessions,18months)
• InthesnacktimeofS33,NcametoKeepon andstartedimitationplay,whenNperformedonemovement(bobbing,rocking,orbowing),soonKeeponmimicked;thenNdidanother,andKeepon didthesame.ThroughS33toS39,Noftenplayedthis“imitationgame”withKeepon,duringwhichsheoftenmadereferentiallookstohermotherandthenurse.
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Dottedlinerepresentsfirsttouch.
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Conclusions(frompaper)
• evenautisticchildrenpossessthemotivationforsharingandexchangingmentalstateswithothers,andthatthechallengefortherapistsandparentsistoelicitthismotivation.
• Althoughitiswidelybelievedthatthismotivationisimpairedinautism,wehaveobservedinanumberofcasesthatautisticchildrenestablishedsocialrelationshipswiththesimplerobot,whichwascarefullydesignedtoexpressitsmentalstatescomprehensibly.
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Conclusions(frompaper)
• Whilewehavepresentedthreecasesthatarerepresentativeofthesuccessfulelicitationofsocialbehaviorfromchildrenwithautism,itshouldbenotedthattheseresultsarenottobeconsidered“generalizable.”Rather,theyaremeanttoillustratethepotentialforanappropriatelydesignedrobottoevokerarebutpositiveresponses.
• Therobotthusservesasatoolduringthetherapeuticsessionsbyenablingtherapiststoconductanovelformofmediatedinteractionwiththechildrenaswellasafterthesessionsbyprovidingarecordedbodyofdatathatcanbeusedbyparents,therapists,andresearchersinstudyingautismandinevaluatingortailoringindividualchildren’stherapeutictreatments.
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Althoughalotofworkwentintothisstudy,anditprovidesaninterestingperspective,noneofthesefindingsareacceptable
byclinicalstandards.
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SingleSubjectStudyDesign
• usefulwhentheresearcherisattemptingtochangethebehaviorofanindividualorasmallgroupofindividuals• theparticipantservesasboththecontrolandtreatmentgroup• onlyonevariableischangedatatime• Singlesubjectresearchdesignsare“weak”whenitcomestoexternalvalidity
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Example– EffectofPraise
• investigatetheeffectofpraiseonreducingdisruptivebehaviorovermanydays.• First,establishabaselineofhowfrequentlythedisruptionsoccurred(measurehowmanydisruptionsoccurredeachdayforseveraldays)
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Example– EffectofPraise
• baselineofbehaviorhasbeenestablishedonceaconsistentpatternemergeswithatleastthreedatapoints• interventioncanbegin-- researchercontinuestoplotthefrequencyofbehaviorwhileimplementingtheinterventionofpraise.
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GraphLabels
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A-BDesign
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A-B-ADesign
• involvesdiscontinuingtheinterventionandreturningtoanontreatment condition.
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B-A-BDesign
• Usedwhenanindividual’sbehaviorissoseverethattheresearchercannotwaittoestablishabaselineandmustbeginwithanintervention.
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MultipleBaselineDesign
• Usedtoaddressseveralissuesforonestudentorasingleissueforseveralstudents.• Interventionintroducedatdifferenttimestoshowmoreclearlythateffectscanmorelikelybecreditedtotheinterventionitselfasopposedtoothervariables
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MeasuringtheEfficacyofRobotsinAutismTherapy:HowInformativeareStandardHRIMetrics?[Begumetal2015]
• Single-subjectdesignexperimentinaclinicalsettingwith3individualswithsevereautism• Oneofthevery fewroboticsstudieswhichshowstransferofaskilllearnedwithassistanceofarobottohuman-humaninteraction
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Metrics
EfficacyMetrics:skillexecutionandpromptdependencyHRIMetrics:Gaze,Communication,Affect
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Findings
• HRImetricspredict‘