What does the literature say about using robots on children with disabilities?

The purpose of this study is to examine the extent and type of robots used for the rehabilitation and education of children and young people with CP and ASD and the associated outcomes.

Autores:: Cruz, Antonio Miguel
Rios Rincon, Adriana María
Rodriguez Dueñas, William Ricardo
Quiroga Torres, Daniel Alejandro
Bohórquez Heredia, Andrés Felipe

Tipo de recurso:: Article of investigation

Fecha de publicación:: 2017

Institución:: Escuela Colombiana de Ingeniería Julio Garavito

Repositorio:: Repositorio Institucional ECI

Idioma:: eng

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dc.title.spa.fl_str_mv	What does the literature say about using robots on children with disabilities?
title	What does the literature say about using robots on children with disabilities?
spellingShingle	What does the literature say about using robots on children with disabilities? Parálisis cerebral- Daño cerebral Robótica Rehabilitación Autistic spectrum disorder Cerebral palsy Robots Systematic review Children Assistive technology Trastorno del espectro autista Parálisis cerebral Robots Revisión sistemática Niños Tecnología de asistencia
title_short	What does the literature say about using robots on children with disabilities?
title_full	What does the literature say about using robots on children with disabilities?
title_fullStr	What does the literature say about using robots on children with disabilities?
title_full_unstemmed	What does the literature say about using robots on children with disabilities?
title_sort	What does the literature say about using robots on children with disabilities?
dc.creator.fl_str_mv	Cruz, Antonio Miguel Rios Rincon, Adriana María Rodriguez Dueñas, William Ricardo Quiroga Torres, Daniel Alejandro Bohórquez Heredia, Andrés Felipe
dc.contributor.author.none.fl_str_mv	Cruz, Antonio Miguel Rios Rincon, Adriana María Rodriguez Dueñas, William Ricardo Quiroga Torres, Daniel Alejandro Bohórquez Heredia, Andrés Felipe
dc.contributor.researchgroup.spa.fl_str_mv	GiBiome
dc.subject.armarc.none.fl_str_mv	Parálisis cerebral- Daño cerebral Robótica Rehabilitación
topic	Parálisis cerebral- Daño cerebral Robótica Rehabilitación Autistic spectrum disorder Cerebral palsy Robots Systematic review Children Assistive technology Trastorno del espectro autista Parálisis cerebral Robots Revisión sistemática Niños Tecnología de asistencia
dc.subject.proposal.eng.fl_str_mv	Autistic spectrum disorder Cerebral palsy Robots Systematic review Children Assistive technology
dc.subject.proposal.spa.fl_str_mv	Trastorno del espectro autista Parálisis cerebral Robots Revisión sistemática Niños Tecnología de asistencia
description	The purpose of this study is to examine the extent and type of robots used for the rehabilitation and education of children and young people with CP and ASD and the associated outcomes.
publishDate	2017
dc.date.issued.none.fl_str_mv	2017
dc.date.accessioned.none.fl_str_mv	2021-06-14T02:34:53Z 2021-10-01T17:16:58Z
dc.date.available.none.fl_str_mv	2021-06-14T02:34:53Z 2021-10-01T17:16:58Z
dc.type.spa.fl_str_mv	Artículo de revista
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dc.identifier.doi.none.fl_str_mv	10.1080/17483107.2017.1318308
dc.identifier.url.none.fl_str_mv	https://doi.org/10.1080/17483107.2017.1318308
identifier_str_mv	1748-3107 10.1080/17483107.2017.1318308
url	https://repositorio.escuelaing.edu.co/handle/001/1572 https://doi.org/10.1080/17483107.2017.1318308
dc.language.iso.spa.fl_str_mv	eng
language	eng
dc.relation.citationedition.eng.fl_str_mv	Disability and Rehabilitation: Assistive Technology Volume 12, 2017 - Issue 5
dc.relation.citationendpage.spa.fl_str_mv	12
dc.relation.citationstartpage.spa.fl_str_mv	1
dc.relation.citationvolume.spa.fl_str_mv	1
dc.relation.indexed.spa.fl_str_mv	N/A
dc.relation.ispartofjournal.spa.fl_str_mv	Disability and rehabilitation. Assistive technology
dc.relation.references.eng.fl_str_mv	Cook A, Encarnação P, Adams K. Robots: assistive technologies for play, learning and cognitive development. Technol Disabil. 2010;22:127–145. Marti P, Iacono I. Learning through play with a robot xompanion. Assist Technol Res Ser. 2011;29:526–533 Ladenheim B, Mast J, Monterroso L, et al. Robot-aided therapy in pediatrics: 6 months after. In: Conference: 65th Annual Meeting of the American Academy for Cerebral Palsy and Developmental Medicine; 2011; Las Vegas, NV. p. 83–84. Wu Y, Hwang M, Ren Y, et al. Feedback-controlled passive stretching combined with biofeedback active movement training to improve selective motor control in the children with cerebral palsy. In: 64th Annual Meeting of the American Academy for Cerebral Palsy and Developmental Medicine; 2010; Washington (DC). p. 66–67 Labruyère R, Gerber CN, Birrer-Brütsch K, et al. Requirements for and impact of a serious game for neuro-pediatric robot-assisted gait training. Res Dev Disabil. 2013;34:3906–3915. Gilliaux M, Renders A, Dispa D, et al. Upper limb robot-assisted therapy in cerebral palsy: a single-blind randomized controlled trial. Neurorehabil Neural Repair. 2015;29:183–192. van den Heuvel RJF, Lexis MAS, Gelderblom GJ, et al. Robots and ICT to support play in children with severe physical disabilities: a systematic review. Disabil Rehabil Assist Technol. 2016;11:103–116. Rios A, Adams K, Magill-Evans J, et al. Playfulness in children with severe cerebral palsy when using a robot. Phys Occup Ther Pediatrics. 2016;36:232–246. Encarnação P, Alvarez L, Rios A, et al. Using virtual robot-mediated play activities to assess cognitive skills. Disabil Rehabil Assist Technol. 2014;9:231–241. Adams K, Cook A. Access to hands-on mathematics measurement activities using robots controlled via speech generating devices: three case studies. Disabil Rehabil Assist Technol. 2014;9:286–298. Smith J, Topping M. The introduction of a robotic aid to drawing into a school for physically handicapped children: a case of study. Br J Occup Ther. 1996;59:565–569. Marko M, Crocetti D, Hulst T, et al. Behavioural and neural basis of anomalous motor learning in children with autism. Brain. 2015;138:784–797. Ismail LI, Shamsudina S, Yussofa H, et al. Estimation of concentration by eye contact measurement in robot based intervention program with autistic children. Proc Eng. 2012;41:1548–1552. Salvador M, Silver S, Mahoor M. Emotion Recognition Comparative Study of Autistic and Typically-Developing Children using the Zeno Robot. In: IEEE International Conference on Robotics and Automation (ICRA); 2015; Seattle. p. 6128–6133. Srinivasan SM, Park IK, Neelly LB, et al. A comparison of the effects of rhythm and robotic interventions on repetitive behaviors and affective states of children with Autism Spectrum Disorder (ASD). Res Autism Spectrum Disord. 2015;18:51–63. Akalın N, Uluer P, Köse H. Non-verbal Communication with a Social Robot Peer: Towards Robot Assisted Interactive Sign Language Tutoring. In: 14th IEEE-RAS International Conference on Humanoid Robots (Humanoids); 2015; Madrid. p. 1122–1127. Bellini S, Akullian J. A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Except Child. 2007;73:264–287. Krishnaswamy S, Shriber L, Srimathveeravalli G. The design and efficacy of a robot-mediated visual motor program for children learning disabilities. J Comput Assist Learn. 2014;30:121–131. Robins B, Dautenhahn K, Ferrari E, et al. Scenarios of robot-assisted play for children with cognitive and physical disabilities. IS. 2012;13:189–234. Huijnen CAGJ, Lexis MAS, Jansens R, et al. Mapping robots to therapy and educational objectives for children with autism spectrum disorder. J Autism Dev Disord. 2016;46:2100–2114. DOE. Department of Energy Technology Readiness. Assessment guide. Washington, DC: Office of Management. Department of Energy; 2009. Liu L, Stroulia E, Nikolaidis I, et al. Smart homes and home health monitoring technologies for older adults: a systematic review. Int J Med Inform. 2016;91:44–59. Letts L, Wilkins S, Law M, et al. Guidelines for Critical Review Form: Qualitative Studies (Version 2.0). [Internet]. 2007 Available from: http://srs-mcmaster.ca/wp-content/uploads/2015/05/Guidelines-for-Critical-Review-Form-Quali-tative-Studies.pdf. Law M, Stewart D, Pollock N, et al. Guidelines for critical review form – quantitative studies. [Internet]. 1998. Available from: http://srs-mcmaster.ca/wp-content/uploads/2015/05/Guidelines-for-Critical-Review-Form-Quantitative-Studies.pdf. Portney LG, Watkins MP. Foundations of clinical research: application to practice. New Jersey: Prentice-Hall. Inc.; 2000. Teasell R, Marshall S, Cullen N, et al. Evidence-based review of moderate to severe acquired brain injury. Executive Summary [Internet]. 2013; Available from: http://www.abiebr.com. Dickersin K, Scherer R, Lefebvre C. Identifying relevant studies for systematic reviews. BMJ. 1994;309:1286–1291. Scherer P, Dickersin K, Langenberg P. Full publication of results initially presented in abstracts. A meta-analysis. JAMA. 1994;272:158–162. Light R, Pillemer D. Summing up: the science of reviewing research. Cambridge: Harvard University Press; 1984. Dickersin K, Min Y, Meinert C. Factors influencing publication of research results. JAMA. 1992;374–378. Kratochwill TR, Hitchcock J, Horner RH, et al. Single-case design technical documentation Version 1.0 (Pilot). [Internet]. 2010 [cited 2013 Dec 12]. Available from: http://ies.ed.gov/ncee/wwc/pdf/reference_resources/wwc_scd.pdf. SCImago SCImago journal & country rank: un nuevo portal, dos nuevos rankings. El Profesional De La Información. 2007;6:645–646. Gilliam JGARS-2. Gilliam Autism Rating Scale-Second Edition. Austin, TX: PRO-ED; 2006. Skard G, Bundy A. Test of playfulness. In: Parham LD, Fazio LS, editors. Play in occupactional therapy for children. St. Louis, MO: Mosby Elsevier; 2008. p. 71–93. Shamsuddin S, Yussof H, Ismail LMSHF, et al. Humanoid robot NAO interacting with autistic children of moderately impaired intelligence to augment communication skills. Proc Eng. 2012;41:1533–1538. Luthffi I, Syamimi S, Hanafiah Y, et al. Estimation of concentration by eye contact measurement in robot. Proc Eng. 2012;1548–1552. Kozima H, Yasuda Y, Nakagawa C. Social interaction facilitated by a minimally-designed robot: Findings from longitudinal therapeutic practices for autistic children. In: IEEE International Workshop on Robot and Human Interactive Communication; 2007; Jeju. p. 599–604. Kozima H, Nakagawa C, Yasuda Y. Children-robot interaction: a pilot study in autism therapy. Prog Brain Res. 2007;164:385–400. Giannopulu I, Pradel G. Multimodal interactions in free game play of children with autism and a mobile toy robot. NeuroRehabilitation. 2010;27:305–311. Ferm U, Claesson B, Ottesjö C, et al. Participation and enjoyment in play with a robot between children with cerebral palsy who use AAC and their peers. AAC. Augment Alternat Commun. 2015;31:108–123. Conti D, Di Nuovo S, Buono S, et al. Use of robotics to stimulate imitation in children with Autism Spectrum Disorder: A pilot study in a clinical setting. In: 2015 24th IEEE International Symposium on Robot and Human Interactive Communication (RO-MAN); 2015. p. 1–6. Zheng Z, Das S, Young E, et al., Autonomous robot-mediated imitation learning for children with autism. In: IEEE International Conference on Robotics and Automation; 2014; Hong Kong. p. 2707–2714. Shamsuddin S, Yussof H, Mohamed S, et al. Stereotyped behavior of autistic children with lower IQ level in HRI with a humanoid robot. In: Proceedings of IEEE Workshop on Advanced Robotics and its Social Impacts; 2013; Tokyo. p. 175–180. Wainer J, Robins B, Amirabdollahian F, et al. Using the humanoid robot KASPAR to autonomously play triadic games and facilitate collaborative play among children with autism. IEEE Trans Auton Mental Dev. 2014;6:183–199. Palestra G, Bortone I, Cazzato D, et al. Social robots in postural education: A new approach to address body consciousness in ASD children. In: 6th International Conference on Social Robotics, ICSR 2014; 2014; Sydney. p. 290–299. Iacono I, Lehmann H, Marti P, et al. Robots as social mediators for children with Autism – A preliminary analysis comparing two different robotic platforms. In: IEEE International Conference on Development and Learning; 2011; Frankfurt am Main. Goulart C, Castillo J, Valado C, et al. Proposal of evaluation methods of interaction between a mobile robot and children with Autism Spectrum Disorder. In: ISSNIP Biosignals and Biorobotics Conference; 2014; Salvador. p. 1–6. Burns A, Tadesse Y. The mechanical design of a humanoid robot with flexible skin sensor for use in psychiatric therapy. In: Proceedings of SPIE – The International Society for Optical Engineering; 2014; San Diego. p. 1–6. Chen K, Ren Y, Gaebler-Spira D, et al. Home-based tele-assisted robotic rehabilitation of joint impairments in children with cerebral palsy. In: 36th Annual International Conference of the IEEE Engineering in Medicine and Biology Society; 2014; Chicago. p. 5288–5291. Cook A, Adams K, Volden J, et al. Using Lego robots to estimate cognitive ability in children who have severe physical disabilities. Disabil Rehabil Assist Technol. 2011;6:338–346. Adams K, Rios Rincón A, Encarnação P, et al. Learning switch scanning skills by playing with robots. Assist Technol Res Ser. 2013;33:360–365. Adams K, Cook A. Using robots in “hands-on” academic activities: a case study examining speech-generating device use and required skills. Disabil Rehabil Assist Technol. 2016;11:433–443. Adams K, Encarnação P. A training protocol for controlling LEGO robots via Speech Generating Devices. Assist Technol Res Ser. 2011;29:517–525. Adams K, Cook A. Programming and controlling robots using scanning on a speech generating communication device: a case study. Technol Disabil. 2014;26:49–59. Cook A, Meng MH, Gu J, et al. Development of a robotic device for facilitating learning by children who have severe disabilities. IEEE Trans Neural Syst Rehabil Eng. 2002;10:178–187. Cook A, Howeryb K, Gub J, et al. Robot enhanced interaction and learning for children with profound physical disabilities. Technol Disabil. 2000;13:1–8. Klein T, Gelderblom G, De Witte L, et al. Evaluation of short term effects of the IROMEC robotic toy for children with developmental disabilities. In: IEEE International Conference on Rehabilitation Robotics; 2011; Zurich. p. 1–6. Bernd T, Gelderblom G, Vanstipelen S, et al. Short term effect evaluation of IROMEC involved therapy for children with intellectual disabilities. In: Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); 2010; Singapore. p. 259–264. Pinnington L, Hegarty JR. Preliminary findings on the everyday use of a robotic aid to eating. (1994). Clin Rehabil. 1994;8:258–265. Ottenbacher KJ, Hinderer SR. Evidence-based practice: methods to evaluate individual patient improvement. Am J Phys Med Rehabil. 2001;80:786–796. Fallon L, Collier-Meek M, Maggin D, et al. Is performance feedback for educators an evidence-based practice? A systematic review and evaluation based on single-case research. Except Child. 2015;8:227–246. Carr M, Doore W, Anderson A. Self-management interventions on students with autism: a meta-analysis of single-subject research. Except Child. 2014;81:28–44 Chang HJ, Chiarello L, Palisano R, et al. The determinants of self-determined behaviors of young children with cerebral palsy. Res Dev Disabil. 2014;35:99–109. Hedgecock J, Standen P, Beer C, et al. Evaluating the role of a humanoid robot to support learning in children with profound and multiple disabilities. J Assist Technol. 2014;8:111–123. Palsbo S, Hood-Szivek P. Effect of robotic-assisted three-dimensional repetitive motion to improve hand motor function and control in children with handwriting deficits: a nonrandomized phase 2 device trial. Am J Occup Ther. 2012;66:682–690.
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spelling	Cruz, Antonio Miguel60f912e3d0e1a88c51207ae38b105011600Rios Rincon, Adriana Maríaedbe7672ddfb08f978367b6210e5ea6d600Rodriguez Dueñas, William Ricardo307ffcd73853a3042faf25fae8896ff7600Quiroga Torres, Daniel Alejandro031c8d9841515027a609ee88ee05f989600Bohórquez Heredia, Andrés Felipee7509b39fce7d886eb692abec4538bdd600GiBiome2021-06-14T02:34:53Z2021-10-01T17:16:58Z2021-06-14T02:34:53Z2021-10-01T17:16:58Z20171748-3107https://repositorio.escuelaing.edu.co/handle/001/157210.1080/17483107.2017.1318308https://doi.org/10.1080/17483107.2017.1318308The purpose of this study is to examine the extent and type of robots used for the rehabilitation and education of children and young people with CP and ASD and the associated outcomes.El propósito de este estudio es examinar la extensión y el tipo de robots utilizados para la rehabilitación y educación de niños y jóvenes con parálisis cerebral y TEA y los resultados asociados.application/pdfengTaylor and Francis Ltd.Reino Unidohttps://www.tandfonline.com/doi/abs/10.1080/17483107.2017.1318308?journalCode=iidt20What does the literature say about using robots on children with disabilities?Artículo de revistainfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARThttp://purl.org/coar/version/c_970fb48d4fbd8a85Disability and Rehabilitation: Assistive Technology Volume 12, 2017 - Issue 51211N/ADisability and rehabilitation. Assistive technologyCook A, Encarnação P, Adams K. Robots: assistive technologies for play, learning and cognitive development. Technol Disabil. 2010;22:127–145.Marti P, Iacono I. Learning through play with a robot xompanion. Assist Technol Res Ser. 2011;29:526–533Ladenheim B, Mast J, Monterroso L, et al. Robot-aided therapy in pediatrics: 6 months after. In: Conference: 65th Annual Meeting of the American Academy for Cerebral Palsy and Developmental Medicine; 2011; Las Vegas, NV. p. 83–84.Wu Y, Hwang M, Ren Y, et al. Feedback-controlled passive stretching combined with biofeedback active movement training to improve selective motor control in the children with cerebral palsy. In: 64th Annual Meeting of the American Academy for Cerebral Palsy and Developmental Medicine; 2010; Washington (DC). p. 66–67Labruyère R, Gerber CN, Birrer-Brütsch K, et al. Requirements for and impact of a serious game for neuro-pediatric robot-assisted gait training. Res Dev Disabil. 2013;34:3906–3915.Gilliaux M, Renders A, Dispa D, et al. Upper limb robot-assisted therapy in cerebral palsy: a single-blind randomized controlled trial. Neurorehabil Neural Repair. 2015;29:183–192.van den Heuvel RJF, Lexis MAS, Gelderblom GJ, et al. Robots and ICT to support play in children with severe physical disabilities: a systematic review. Disabil Rehabil Assist Technol. 2016;11:103–116.Rios A, Adams K, Magill-Evans J, et al. Playfulness in children with severe cerebral palsy when using a robot. Phys Occup Ther Pediatrics. 2016;36:232–246.Encarnação P, Alvarez L, Rios A, et al. Using virtual robot-mediated play activities to assess cognitive skills. Disabil Rehabil Assist Technol. 2014;9:231–241.Adams K, Cook A. Access to hands-on mathematics measurement activities using robots controlled via speech generating devices: three case studies. Disabil Rehabil Assist Technol. 2014;9:286–298.Smith J, Topping M. The introduction of a robotic aid to drawing into a school for physically handicapped children: a case of study. Br J Occup Ther. 1996;59:565–569.Marko M, Crocetti D, Hulst T, et al. Behavioural and neural basis of anomalous motor learning in children with autism. Brain. 2015;138:784–797.Ismail LI, Shamsudina S, Yussofa H, et al. Estimation of concentration by eye contact measurement in robot based intervention program with autistic children. Proc Eng. 2012;41:1548–1552.Salvador M, Silver S, Mahoor M. Emotion Recognition Comparative Study of Autistic and Typically-Developing Children using the Zeno Robot. In: IEEE International Conference on Robotics and Automation (ICRA); 2015; Seattle. p. 6128–6133.Srinivasan SM, Park IK, Neelly LB, et al. A comparison of the effects of rhythm and robotic interventions on repetitive behaviors and affective states of children with Autism Spectrum Disorder (ASD). Res Autism Spectrum Disord. 2015;18:51–63.Akalın N, Uluer P, Köse H. Non-verbal Communication with a Social Robot Peer: Towards Robot Assisted Interactive Sign Language Tutoring. In: 14th IEEE-RAS International Conference on Humanoid Robots (Humanoids); 2015; Madrid. p. 1122–1127.Bellini S, Akullian J. A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Except Child. 2007;73:264–287.Krishnaswamy S, Shriber L, Srimathveeravalli G. The design and efficacy of a robot-mediated visual motor program for children learning disabilities. J Comput Assist Learn. 2014;30:121–131.Robins B, Dautenhahn K, Ferrari E, et al. Scenarios of robot-assisted play for children with cognitive and physical disabilities. IS. 2012;13:189–234.Huijnen CAGJ, Lexis MAS, Jansens R, et al. Mapping robots to therapy and educational objectives for children with autism spectrum disorder. J Autism Dev Disord. 2016;46:2100–2114.DOE. Department of Energy Technology Readiness. Assessment guide. Washington, DC: Office of Management. Department of Energy; 2009.Liu L, Stroulia E, Nikolaidis I, et al. Smart homes and home health monitoring technologies for older adults: a systematic review. Int J Med Inform. 2016;91:44–59.Letts L, Wilkins S, Law M, et al. Guidelines for Critical Review Form: Qualitative Studies (Version 2.0). [Internet]. 2007 Available from: http://srs-mcmaster.ca/wp-content/uploads/2015/05/Guidelines-for-Critical-Review-Form-Quali-tative-Studies.pdf.Law M, Stewart D, Pollock N, et al. Guidelines for critical review form – quantitative studies. [Internet]. 1998. Available from: http://srs-mcmaster.ca/wp-content/uploads/2015/05/Guidelines-for-Critical-Review-Form-Quantitative-Studies.pdf.Portney LG, Watkins MP. Foundations of clinical research: application to practice. New Jersey: Prentice-Hall. Inc.; 2000.Teasell R, Marshall S, Cullen N, et al. Evidence-based review of moderate to severe acquired brain injury. Executive Summary [Internet]. 2013; Available from: http://www.abiebr.com.Dickersin K, Scherer R, Lefebvre C. Identifying relevant studies for systematic reviews. BMJ. 1994;309:1286–1291.Scherer P, Dickersin K, Langenberg P. Full publication of results initially presented in abstracts. A meta-analysis. JAMA. 1994;272:158–162.Light R, Pillemer D. Summing up: the science of reviewing research. Cambridge: Harvard University Press; 1984.Dickersin K, Min Y, Meinert C. Factors influencing publication of research results. JAMA. 1992;374–378.Kratochwill TR, Hitchcock J, Horner RH, et al. Single-case design technical documentation Version 1.0 (Pilot). [Internet]. 2010 [cited 2013 Dec 12]. Available from: http://ies.ed.gov/ncee/wwc/pdf/reference_resources/wwc_scd.pdf.SCImago SCImago journal & country rank: un nuevo portal, dos nuevos rankings. El Profesional De La Información. 2007;6:645–646.Gilliam JGARS-2. Gilliam Autism Rating Scale-Second Edition. Austin, TX: PRO-ED; 2006.Skard G, Bundy A. Test of playfulness. In: Parham LD, Fazio LS, editors. Play in occupactional therapy for children. St. Louis, MO: Mosby Elsevier; 2008. p. 71–93.Shamsuddin S, Yussof H, Ismail LMSHF, et al. Humanoid robot NAO interacting with autistic children of moderately impaired intelligence to augment communication skills. Proc Eng. 2012;41:1533–1538.Luthffi I, Syamimi S, Hanafiah Y, et al. Estimation of concentration by eye contact measurement in robot. Proc Eng. 2012;1548–1552.Kozima H, Yasuda Y, Nakagawa C. Social interaction facilitated by a minimally-designed robot: Findings from longitudinal therapeutic practices for autistic children. In: IEEE International Workshop on Robot and Human Interactive Communication; 2007; Jeju. p. 599–604.Kozima H, Nakagawa C, Yasuda Y. Children-robot interaction: a pilot study in autism therapy. Prog Brain Res. 2007;164:385–400.Giannopulu I, Pradel G. Multimodal interactions in free game play of children with autism and a mobile toy robot. 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Am J Occup Ther. 2012;66:682–690.info:eu-repo/semantics/closedAccesshttp://purl.org/coar/access_right/c_14cbParálisis cerebral- Daño cerebralRobóticaRehabilitaciónAutistic spectrum disorderCerebral palsyRobotsSystematic reviewChildrenAssistive technologyTrastorno del espectro autistaParálisis cerebralRobotsRevisión sistemáticaNiñosTecnología de asistenciaTHUMBNAILWhat does the literature say about using robots on children with disabilities.pngWhat does the literature say about using robots on children with disabilities.pngimage/png68530https://repositorio.escuelaing.edu.co/bitstream/001/1572/5/What%20does%20the%20literature%20say%20about%20using%20robots%20on%20children%20with%20disabilities.pngdcfb50e8190bc07d1e1b2d23a90b0dc4MD55open accessWhat does the literature say about using robots on children with disabilities.pdf.jpgWhat does the literature say about using robots on children with disabilities.pdf.jpgGenerated Thumbnailimage/jpeg9890https://repositorio.escuelaing.edu.co/bitstream/001/1572/6/What%20does%20the%20literature%20say%20about%20using%20robots%20on%20children%20with%20disabilities.pdf.jpg7b6f68e6fba6a057f4bfb269d874355dMD56metadata only accessORIGINALWhat does the literature say about using robots on children with disabilities.pdfWhat does the literature say about using robots on children with disabilities.pdfArtículo de revistaapplication/pdf1580985https://repositorio.escuelaing.edu.co/bitstream/001/1572/4/What%20does%20the%20literature%20say%20about%20using%20robots%20on%20children%20with%20disabilities.pdfdbb103a05a22212e54a2a0eacba0b1aeMD54metadata only accessTEXTWhat does the literature say about using robots on children with disabilities.pdf.txtWhat does the literature say about using robots on children with disabilities.pdf.txtExtracted texttext/plain6https://repositorio.escuelaing.edu.co/bitstream/001/1572/3/What%20does%20the%20literature%20say%20about%20using%20robots%20on%20children%20with%20disabilities.pdf.txt010845330ff5c8439e0a9b24de156554MD53open accessLICENSElicense.txttext/plain1881https://repositorio.escuelaing.edu.co/bitstream/001/1572/1/license.txt5a7ca94c2e5326ee169f979d71d0f06eMD51open access001/1572oai:repositorio.escuelaing.edu.co:001/15722022-11-25 03:00:36.423metadata only accessRepositorio Escuela Colombiana de Ingeniería Julio Garavitorepositorio.eci@escuelaing.edu.coU0kgVVNURUQgSEFDRSBQQVJURSBERUwgR1JVUE8gREUgUEFSRVMgRVZBTFVBRE9SRVMgREUgTEEgQ09MRUNDScOTTiAiUEVFUiBSRVZJRVciLCBPTUlUQSBFU1RBIExJQ0VOQ0lBLgoKQXV0b3Jpem8gYSBsYSBFc2N1ZWxhIENvbG9tYmlhbmEgZGUgSW5nZW5pZXLDrWEgSnVsaW8gR2FyYXZpdG8gcGFyYSBwdWJsaWNhciBlbCB0cmFiYWpvIGRlIGdyYWRvLCBhcnTDrWN1bG8sIHZpZGVvLCAKY29uZmVyZW5jaWEsIGxpYnJvLCBpbWFnZW4sIGZvdG9ncmFmw61hLCBhdWRpbywgcHJlc2VudGFjacOzbiB1IG90cm8gKGVuICAgIGFkZWxhbnRlIGRvY3VtZW50bykgcXVlIGVuIGxhIGZlY2hhIAplbnRyZWdvIGVuIGZvcm1hdG8gZGlnaXRhbCwgeSBsZSBwZXJtaXRvIGRlIGZvcm1hIGluZGVmaW5pZGEgcXVlIGxvIHB1YmxpcXVlIGVuIGVsIHJlcG9zaXRvcmlvIGluc3RpdHVjaW9uYWwsIAplbiBsb3MgdMOpcm1pbm9zIGVzdGFibGVjaWRvcyBlbiBsYSBMZXkgMjMgZGUgMTk4MiwgbGEgTGV5IDQ0IGRlIDE5OTMsIHkgZGVtw6FzIGxleWVzIHkganVyaXNwcnVkZW5jaWEgdmlnZW50ZQphbCByZXNwZWN0bywgcGFyYSBmaW5lcyBlZHVjYXRpdm9zIHkgbm8gbHVjcmF0aXZvcy4gRXN0YSBhdXRvcml6YWNpw7NuIGVzIHbDoWxpZGEgcGFyYSBsYXMgZmFjdWx0YWRlcyB5IGRlcmVjaG9zIGRlIAp1c28gc29icmUgbGEgb2JyYSBlbiBmb3JtYXRvIGRpZ2l0YWwsIGVsZWN0csOzbmljbywgdmlydHVhbDsgeSBwYXJhIHVzb3MgZW4gcmVkZXMsIGludGVybmV0LCBleHRyYW5ldCwgeSBjdWFscXVpZXIgCmZvcm1hdG8gbyBtZWRpbyBjb25vY2lkbyBvIHBvciBjb25vY2VyLgpFbiBtaSBjYWxpZGFkIGRlIGF1dG9yLCBleHByZXNvIHF1ZSBlbCBkb2N1bWVudG8gb2JqZXRvIGRlIGxhIHByZXNlbnRlIGF1dG9yaXphY2nDs24gZXMgb3JpZ2luYWwgeSBsbyBlbGFib3LDqSBzaW4gCnF1ZWJyYW50YXIgbmkgc3VwbGFudGFyIGxvcyBkZXJlY2hvcyBkZSBhdXRvciBkZSB0ZXJjZXJvcy4gUG9yIGxvIHRhbnRvLCBlcyBkZSBtaSBleGNsdXNpdmEgYXV0b3LDrWEgeSwgZW4gY29uc2VjdWVuY2lhLCAKdGVuZ28gbGEgdGl0dWxhcmlkYWQgc29icmUgw6lsLiBFbiBjYXNvIGRlIHF1ZWphIG8gYWNjacOzbiBwb3IgcGFydGUgZGUgdW4gdGVyY2VybyByZWZlcmVudGUgYSBsb3MgZGVyZWNob3MgZGUgYXV0b3Igc29icmUgCmVsIGRvY3VtZW50byBlbiBjdWVzdGnDs24sIGFzdW1pcsOpIGxhIHJlc3BvbnNhYmlsaWRhZCB0b3RhbCB5IHNhbGRyw6kgZW4gZGVmZW5zYSBkZSBsb3MgZGVyZWNob3MgYXF1w60gYXV0b3JpemFkb3MuIEVzdG8gCnNpZ25pZmljYSBxdWUsIHBhcmEgdG9kb3MgbG9zIGVmZWN0b3MsIGxhIEVzY3VlbGEgYWN0w7phIGNvbW8gdW4gdGVyY2VybyBkZSBidWVuYSBmZS4KVG9kYSBwZXJzb25hIHF1ZSBjb25zdWx0ZSBlbCBSZXBvc2l0b3JpbyBJbnN0aXR1Y2lvbmFsIGRlIGxhIEVzY3VlbGEsIGVsIENhdMOhbG9nbyBlbiBsw61uZWEgdSBvdHJvIG1lZGlvIGVsZWN0csOzbmljbywgCnBvZHLDoSBjb3BpYXIgYXBhcnRlcyBkZWwgdGV4dG8sIGNvbiBlbCBjb21wcm9taXNvIGRlIGNpdGFyIHNpZW1wcmUgbGEgZnVlbnRlLCBsYSBjdWFsIGluY2x1eWUgZWwgdMOtdHVsbyBkZWwgdHJhYmFqbyB5IGVsIAphdXRvci5Fc3RhIGF1dG9yaXphY2nDs24gbm8gaW1wbGljYSByZW51bmNpYSBhIGxhIGZhY3VsdGFkIHF1ZSB0ZW5nbyBkZSBwdWJsaWNhciB0b3RhbCBvIHBhcmNpYWxtZW50ZSBsYSBvYnJhIGVuIG90cm9zIAptZWRpb3MuRXN0YSBhdXRvcml6YWNpw7NuIGVzdMOhIHJlc3BhbGRhZGEgcG9yIGxhcyBmaXJtYXMgZGVsIChsb3MpIGF1dG9yKGVzKSBkZWwgZG9jdW1lbnRvLiAKU8OtIGF1dG9yaXpvIChhbWJvcykK

What does the literature say about using robots on children with disabilities?

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