Robotic assistants for the rehabilitation of communication disorders in children: A proposal based on MTO manufacturing for developing countries

Verónica Velásquez-Angamarca, Vladimir Robles-Bykbaev, Adriana León-Pesántez, Gabriela Gómez-Galán, David Krupke, Nataly Campos-Sarmiento

Article ID: 6152
Vol 8, Issue 12, 2024

VIEWS - 19 (Abstract) 10 (PDF)

Abstract


Language is fundamental to human communication, allowing individuals to express and exchange ideas, thoughts, and emotions. In early childhood, some children experience communication disorders that impede their ability to articulate words correctly, posing significant challenges to their learning and development. This issue is exacerbated in developing countries, where limited resources and a lack of technological tools hinder access to effective speech therapy. Traditional speech therapy remains vital, but the latest technological advancements have introduced robotic assistants to enhance therapy for communication disorders. Despite their potential, these technologies are often inaccessible in developing regions due to high production costs and a lack of sustainable manufacturing models. For these reasons, this paper presents “FONA,” a robotic assistant that employs rule-based expert systems to provide tactile, auditory, and visual stimuli. FONA supports children aged 3 to 6 in speech therapy by delivering exercises such as syllable production, word formation, and pictographic storytelling of various phonemes. Notably, FONA was successfully tested on children with cochlear implants, reducing the number of sessions required to produce isolated phonemes. The paper also introduces an innovative analysis of the Make To Order (MTO) manufacturing system for producing FONA in developing countries. This analysis explores two key perspectives: collaborative networks and entrepreneurship, offering a sustainable production model. In a pilot experiment, FONA significantly improved children’s attention spans, increasing the period by 17 min. Furthermore, the economic analysis demonstrates that producing FONA through collaborative networks can significantly reduce costs, making it more accessible to institutions in developing countries. The findings suggest that the project is viable for a five-year period, providing a sustainable and effective solution for addressing communication disorders in children.


Keywords


speech-language therapy; robotic assistant; children; special educational needs; dyslalia; make to order; sustainable technology development

Full Text:

PDF


References


Alvarado-Choez, D., Barreto-Madrid, R., Baque-Cantos, M. (2021). Entrepreneurship and innovation in the Ecuadorian microenterprise sector during the covid-19 pandemic (Spanish). Polo del Conocimiento: Revista científicoprofesional, 6(3), 2145-2164.

Álvarez-Borrero, M., & Zambrano-Ruiz, K. (2017). Intervention program to improve functional dyslalia in school children (Spanish). Revista Colombiana de Rehabilitación, 16(1), 6-14. https://doi.org/10.30788/RevColReh.v16.n1.2017.67

Alves-Oliveira, P., Sequeira, P., Melo, F. S., et al. (2019). Empathic Robot for Group Learning. ACM Transactions on Human-Robot Interaction, 8(1), 1–34. https://doi.org/10.1145/3300188

Badilla-Quintana, M. G., Sepulveda-Valenzuela, E., & Salazar Arias, M. (2020). Augmented Reality as a Sustainable Technology to Improve Academic Achievement in Students with and without Special Educational Needs. Sustainability, 12(19), 8116. https://doi.org/10.3390/su12198116

Bastanfard, A., Aghaahmadi, M., Kelishami, A. A., et al. (2009). Persian Viseme Classification for Developing Visual Speech Training Application. In: Muneesawang, P., Wu, F., Kumazawa, I., Roeksabutr, A., et al. (editors). Advances in Multimedia Information Processing—PCM 2009. Springer; pp. 1080-1085. https://doi.org/10.1007/978-3-642-10467-1_104

Bastanfard, A., Fazel, M., Kelishami, A. A., & Aghaahmadi, M. (2010). The Persian Linguistic Based Audio-Visual Data Corpus, AVA II, Considering Coarticulation. In: Boll S., Tian Q., Zhang L., et al. (editors). Advances in Multimedia Modeling. Springer; pp. 284-294. https://doi.org/10.1007/978-3-642-11301-7_30

Bausys, R., Cavallaro, F., & Semenas, R. (2019). Application of Sustainability Principles for Harsh Environment Exploration by Autonomous Robot. Sustainability, 11(9), 2518. https://doi.org/10.3390/su11092518

Beaudoin, A. J., Pedneault, F., Houle, M., et al. (2021). Case study assessing the feasibility of using a wearable haptic device or humanoid robot to facilitate transitions in occupational therapy sessions for children with autism spectrum disorder. Journal of Rehabilitation and Assistive Technologies Engineering. https://doi.org/10.1177/20556683211049041

Bi, Z. (2011). Revisiting System Paradigms from the Viewpoint of Manufacturing Sustainability. Sustainability, 3(9). https://doi.org/10.3390/su3091323

Borggraefe, I., Kiwull, L., Schaefer, J. S., et al. (2010). Sustainability of motor performance after robotic-assisted treadmill therapy in children: An open, non-randomized baseline-treatment study. European journal of physical and rehabilitation medicine, 46(2), 125-131.

Boyle, B., Arnedillo-Sánchez, I. (2022). The Inclusion of Children on the Autism Spectrum in the Design of Learning Technologies: A Small-Scale Exploration of Adults’ Perspectives. Frontiers in Education. https://doi.org/10.3389/feduc.2022.867964

Buitrago, L. D. F., García, C. R., & García, S. R. (2016). ICTs as tools for social inclusion (Spanish). Available online: https://dialnet.unirioja.es/servlet/articulo?codigo=5400935 (accessed on 3 May 2024).

Calderita, L. V., Bustos, P., Mejías, C. S., et al. (2015). Socially Interactive Robotic Assistant for Motor Rehabilitation Therapies with Pediatric Patients (Spanish). Revista Iberoamericana de Automática e Informática Industrial RIAI, 12(1), 99–110. https://doi.org/10.1016/j.riai.2014.09.007

Cufí, X., Figueras, A., Muntaner, E., et al. (2021). EDUROVs: A Low Cost and Sustainable Remotely Operated Vehicles Educational Program. Sustainability, 13(15), 8657. https://doi.org/10.3390/su13158657

Daniela, L., & Lytras, M. D. (2019). Educational Robotics for Inclusive Education. Technology, Knowledge and Learning, 24(2), 219-225. https://doi.org/10.1007/s10758-018-9397-5

Del Coco, M., Leo, M., Carcagnì, P., et al. (2018). Study of Mechanisms of Social Interaction Stimulation in Autism Spectrum Disorder by Assisted Humanoid Robot. IEEE Transactions on Cognitive and Developmental Systems, 10(4), 993-1004. https://doi.org/10.1109/TCDS.2017.2783684

Española, E. (1995). Treatment of articulation defects in the language of the child (Spanish). Servicio de Información sobre Discapacidad.

Estévez, D., Terrón-López, M.-J., Velasco-Quintana, P. J., et al. (2021). A Case Study of a Robot-Assisted Speech Therapy for Children with Language Disorders. Sustainability, 13(5), 2771. https://doi.org/10.3390/su13052771

Feng, H., Mahoor, M. H., & Dino, F. (2022). A Music-Therapy Robotic Platform for Children With Autism: A Pilot Study. Frontiers in Robotics and AI, 9. https://doi.org/10.3389/frobt.2022.855819

Gupta, P., Agarwal, R., Saraswat, S., et al. (2017). S-Pencil: A Smart Pencil Grip Monitoring System for Kids Using Sensors. IEEE, 15, 1–6. https://doi.org/10.1109/glocom.2017.8254518

Han, J.-H., Yeom, D.-J., Kim, J.-S., et al. (2020). Life Cycle Cost Analysis of the Steel Pipe Pile Head Cutting Robot. Sustainability, 12(10), 3975. https://doi.org/10.3390/su12103975

Hernández, Ó. G., Morell, V., Ramon, J. L., et al. (2021). Human Pose Detection for Robotic-Assisted and Rehabilitation Environments. Applied Sciences, 11(9), 4183. https://doi.org/10.3390/app11094183

Hsieh, Y.-Z., Lin, S.-S., Luo, Y.-C., et al. (2020). ARCS-Assisted Teaching Robots Based on Anticipatory Computing and Emotional Big Data for Improving Sustainable Learning Efficiency and Motivation. Sustainability, 12(14), 5605. https://doi.org/10.3390/su12145605

Hung, I.-C., Chao, K.-J., Lee, L., et al. (2013). Designing a robot teaching assistant for enhancing and sustaining learning motivation. Interactive Learning Environments, 21(2), 156–171. https://doi.org/10.1080/10494820.2012.705855

Instituto Nacional de Estadística y Censos. (2021). Employment, Unemployment and Underemployment Survey – ENEMDU (Spanish). Available online: https://www.ecuadorencifras.gob.ec/empleo-desempleo-y-subempleo/ (accessed on 3 May 2024).

Javed, H., Burns, R., Jeon, M., et al. (2019). A Robotic Framework to Facilitate Sensory Experiences for Children with Autism Spectrum Disorder. ACM Transactions on Human-Robot Interaction, 9(1), 1–26. https://doi.org/10.1145/3359613

Lekova, A. K., Tsvetkova, P. T., & Tanev, T. K. (2021). Robot-Assisted Psychosocial Techniques for Language Learning by Hearing-Impaired Children. International Journal on Information Technologies & Security, 13, 63-76.

Lekova, A., Andreeva, A., Tanev, T., et al. (2022). A system for speech and language therapy with a potential to work in the IoT. International Conference on Computer Systems and Technologies 2022, 10, 119–124. https://doi.org/10.1145/3546118.3546147

Linden, K., Arndt, J., Neef, C., et al. (2023). A Companion for Aphasia Training: Development and Early Stakeholder Evaluation of a Robot-Assisted Speech Training App*. IEEE I, 2585–2590. https://doi.org/10.1109/ro-man57019.2023.10309637

Liu, Y., Zuo, S., & Hsu, C.-L. (2021). Interactive Cognitive Training Tool Designed for Autism Spectrum Disorder Children. Sensors and Materials, 33(1), 405. https://doi.org/10.18494/sam.2021.3024

Louie, W.-Y. G., Korneder, J., Abbas, I., et al. (2020). A study on an applied behavior analysis-based robot-mediated listening comprehension intervention for ASD. Paladyn, Journal of Behavioral Robotics, 12(1), 31–46. https://doi.org/10.1515/pjbr-2021-0005

Marotias, A. (2009). Beyond technology: Children’s learning in the digital age (Spanish). Available online: https://www.redalyc.org/pdf/4030/403041703012.pdf (accessed on 3 May 2024).

Masacón, N. Ú. H., Terranova, K. T. T., & Ulloa, W. L. O. (2020). Impact of covid-19 on the strategic planning of Ecuadorian SMEs (Spanish). RECIMUNDO, 4(3), 76-85.

Minoofam, S. A. H., Bastanfard, A., & Keyvanpour, M. R. (2022). RALF: an adaptive reinforcement learning framework for teaching dyslexic students. Multimedia Tools and Applications, 81(5), 6389–6412. https://doi.org/10.1007/s11042-021-11806-y

National Institute on Deafness and Other Communication Disorders. (2021). Specific language impairment. Available online: https://www.nidcd.nih.gov/sites/default/files/Documents/health/voice/specific-language-impairment.pdf (accessed on 3 May 2024).

Nunez, E., Matsuda, S., Hirokawa, M., et al. (2018). Effect of Sensory Feedback on Turn-Taking Using Paired Devices for Children with ASD. Multimodal Technologies and Interaction, 2(4), 61. https://doi.org/10.3390/mti2040061

Polycarpou, P., Andreeva, A., Ioannou, A., & Zaphiris, P. (2016). Don’t Read My Lips: Assessing Listening and Speaking Skills Through Play with a Humanoid Robot. In: Stephanidis, C. (editor). HCI International 2016 – Posters’ Extended Abstracts. Springer International Publishing; pp. 255-260. https://doi.org/10.1007/978-3-319-40542-1_41

Robles-Bykbaev, V., Velasquez-Angamarca, V., Mosquera-Cordero, K., et al. (2018). A proposal of a virtual robotic assistant and a rule-based expert system to carry out therapeutic exercises with children with Dyslalia. In: Proceedings of the 2018 IEEE Third Ecuador Technical Chapters Meeting (ETCM), 65, 1–6. https://doi.org/10.1109/etcm.2018.8580302

Rojo, L. M. (2017). Intervention proposal for a child with laterality and dyslalia problems (Spanish). Available online: https://uvadoc.uva.es/bitstream/handle/10324/26948/TFG-G2634.pdf;jsessionid=6C3670E1430162A60DFEFD61F0686D5E?sequence=1 (accessed on 3 May 2024).

Salellas, D. Z., Martiarena, J. I., Diaz, M. Á. R., Martínez, M. I. G. (2014). Exploration of Comprehensive and Expressive Language (ELCE) (Spanish). Madrid: Cepe.

Santana, P. F., Barata, J., & Correia, L. (2007). Sustainable Robots for Humanitarian Demining. International Journal of Advanced Robotic Systems, 4(2), 23. https://doi.org/10.5772/5695

Serpa-Andrade, L. J., Pazos-Arias, J. J., López-Nores, M., et al. (2020). Sensorised Low-Cost Pencils for Developing Countries: A Quantitative Analysis of Handwriting Learning Progress in Children with/without Disabilities from a Sustainable Perspective. Sustainability, 12(24), 10682. https://doi.org/10.3390/su122410682

Sharma, D. A., Chevidikunnan, M. F., Khan, F. R., et al. (2016). Effectiveness of knowledge of result and knowledge of performance in the learning of a skilled motor activity by healthy young adults. Journal of Physical Therapy Science, 28(5), 1482–1486. https://doi.org/10.1589/jpts.28.1482

Sidiropoulos, V., Bechtsis, D., & Vlachos, D. (2021). An Augmented Reality Symbiosis Software Tool for Sustainable Logistics Activities. Sustainability, 13(19), 10929. https://doi.org/10.3390/su131910929

Spitale, M., Silleresi, S., Leonardi, G., et al. (2021). Design Patterns of Technology-based Therapeutic Activities for Children with Language Impairments: A Psycholinguistic-Driven Approach. Extended Abstracts of the 2021 CHI Conference on Human Factors in Computing Systems, 17, 1–7. https://doi.org/10.1145/3411763.3451775

Takbiri, Y., Amini, A., & Bastanfard, A. (2019). A Structured Gamification Approach for Improving Children’s Performance in Online Learning Platforms. In: Proceedings of the 2019 5th Iranian Conference on Signal Processing and Intelligent Systems (ICSPIS). https://doi.org/10.1109/icspis48872.2019.9066006

Takbiri, Y., Bastanfard, A., & Amini, A. (2023). A gamified approach for improving the learning performance of K-6 students using Easter eggs. Multimedia Tools and Applications, 82(13), 20683–20701. https://doi.org/10.1007/s11042-023-14356-7

Tenesaca-Tenesaca, Ó., León-Pesántez, A., Velásquez-Angamarca, V., & Robles-Bykbaev, V. (2021). FonAPP: An Interactive Application for the Therapeutic Intervention of Children with Dyslalia from Embedded Devices and Robotic Assistants. In: Shin, C. S., Di Bucchianico, G., Fukuda, S., et al. (editors). Advances in Industrial Design. Springer International Publishing; pp. 536-543. https://doi.org/10.1007/978-3-030-80829-7_67

Valadão, C. T., Goulart, C., Rivera, H., et al. (2016). Analysis of the use of a robot to improve social skills in children with autism spectrum disorder. Research on Biomedical Engineering, 32, 161-175. https://doi.org/10.1590/2446-4740.01316

Valenzuela-Klagges, I., Valenzuela-Klagges, B., & Irarrazaval L, J. (2018). Latin American entrepreneurial development and its determinants: Evidence and challenges (Spanish). Revista Pilquen-Sección Ciencias Sociales, 21(3), 55-63.

Velásquez-Angamarca, V. (2019). Diseño y construcción de un asistente robótico humanoide para el soporte de terapia de lenguaje en niños de 3 a 6 años con dislalia [Universidad Politécnica Salesiana]. http://dspace.ups.edu.ec/handle/123456789/17570

Velasquez-Angamarca, V., Mosquera-Cordero, K., Robles-Bykbaev, V., et al. (2019). An Educational Robotic Assistant for Supporting Therapy Sessions of Children with Communication Disorders. In: Proceedings of the 2019 7th International Engineering, Sciences and Technology Conference (IESTEC). https://doi.org/10.1109/iestec46403.2019.00110

Wang, D., Zhang, Y., Yao, C., Wu, J., Jiao, H., & Liu, M. (2009). Toward forcebased signature verification: A pen-type sensor and preliminary validation. IEEE Transactions on Instrumentation and Measurement, 59(4), 752-762.

Zamora-Boza, C. S. (2018). The importance of entrepreneurship in the economy: The case of Ecuador (Spanish). Revista Espacios, 39(7), 1-15.

Zheng, Z., Young, E. M., Swanson, A. R., et al. (2016). Robot-Mediated Imitation Skill Training for Children With Autism. IEEE, 24(6), 682–691. https://doi.org/10.1109/tnsre.2015.2475724

Zwicker, J. G., & Harris, S. R. (2009). A Reflection on Motor Learning Theory in Pediatric Occupational Therapy Practice. Canadian Journal of Occupational Therapy, 76(1), 29–37. https://doi.org/10.1177/000841740907600108




DOI: https://doi.org/10.24294/jipd.v8i12.6152

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Verónica Velásquez-Angamarca, Vladimir Robles-Bykbaev , Adriana León-Pesántez, Gabriela Gómez-Galán, David Krupke, Nataly Campos-Sarmiento

License URL: https://creativecommons.org/licenses/by/4.0/

This site is licensed under a Creative Commons Attribution 4.0 International License.