236
Views
1
CrossRef citations to date
0
Altmetric
Perspectives in Rehabilitation

The use of robots for augmentative manipulation during play activities among children with motor impairment: a scoping review

ORCID Icon, ORCID Icon & ORCID Icon
Pages 896-910 | Received 01 Apr 2021, Accepted 20 Feb 2022, Published online: 09 Mar 2022

References

  • World Health Organization. International Classification of Functioning, Disability, and Health: Children & Youth Version: ICF-CY. World Health Organization; 2007 [cited 2021 Sep 30]. Available from: https://apps.who.int/iris/handle/10665/43737.
  • Milteer RM, Ginsburg KR, Mulligan DA. The importance of play in promoting healthy child development and maintaining strong parent-child bond: focus on children in poverty. Pediatrics. 2012;129(1):e204–e213.
  • United Nations. General comment No. 17 on the right of the child to rest, leisure, play, recreational activities, cultural life and the arts (art. 31). In: Convention on the rights of the child. Vol. CRC/C/GC/17. UN Committee on the Rights of the Child (CRC); 2013. p. 1–22. [cited 2021 Oct 30]; Available from: https://www.refworld.org/docid/51ef9bcc4.html.
  • Miller E, Almon J. Crisis in the kindergarten: Why children need to play in school. P.O. Box 444College Park, MD 20741: Alliance for Childhood; 2009.
  • Rivière J, David E. Perceptual–motor constraints on decision making: the case of the manual search behavior for hidden objects in toddlers. J Exp Child Psychol. 2013;115(1):42–52.
  • Rivière J, Lécuyer R. Effects of arm weight on C-not-B task performance: Implications for the motor inhibitory deficit account of search failures. J Exp Child Psychol. 2008;100(1):1–16.
  • Boncoddo R, Dixon JA, Kelley E. The emergence of a novel representation from action: evidence from preschoolers. Dev Sci. 2010;13(2):370–377.
  • Besio S, Amelina N. Play development in children with disabilties. Sciendo Migration. 2016; chapter 9, Play in Children with Physical Impairment; p. 120–136.
  • Missiuna C, Pollock N. Play deprivation in children with physical disabilities: the role of the occupational therapist in preventing secondary disability. Am J Occup Ther. 1991;45(10):882–888.
  • Eberle SG. The elements of play: toward a philosophy and a definition of play. Am J Play. 2014;6(2):214–233.
  • Garvey C. Play. (the developing child; vol. 27. Cambridge (MA): Harvard University Press; 1990.
  • Besio S, Carnesecchi M, Encarnaçao P, et al. Introducing LUDI: a research network on play for children with disabilities. In: Sik-Lányi C, Hoogerwerf EJ, Miesenberger K, editors. Assistive technology; (studies in health technology and informatics; vol. 217); 13th european conference on the advancement of assistive technology (AAATE 2015). Amsterdam (The Netherlands): IOS Press; 2015. p. 689–695.
  • Pollock N, Stewart D, Law M, et al. The meaning of play for young people with physical disabilities. Can J Occup Ther. 1997;64(1):25–31.
  • Wright MG, Hunt LP, Stanley OH. Quantification of object manipulation in children with cerebral palsy. Pediatr Rehabil. 2001;4(4):187–195.
  • Kolehmainen N, Ramsay C, McKee L, et al. Participation in physical play and leisure in children with motor impairments: mixed-methods study to generate evidence for developing an intervention. Phys Ther. 2015;95(10):1374–1386.
  • Vauclair J. Phylogenetic approach to object manipulation in human and ape infants. Hum Dev. 1984;27(5-6):321–328.
  • McCarty ME, Clifton RK, Collard RR. The beginnings of tool use by infants and toddlers. Infancy. 2001;2(2):233–256.
  • Whitebread D, Basilio M, Kuvalja M, et al. The importance of play. Boulevard de waterloo 361000., Brussels: University of Cambridge and Toy Industries of Europe; 2012. Available from: https://www.importanceofplay.eu/voices-of-play/play-professionals/.
  • Encarnação P, Cook AM, editors. Robotic assistive technologies - principles and practice. Boca Raton (FL): CRC Press; 2017.
  • Tejima N. Rehabilitation robotics: a review. Adv Rob. 2001;14(7):551–564.
  • Tsotsos JK, Verghese G, Dickinson S, et al. PLAYBOT a visually-guided robot for physically disabled children. Image Vis Comput. 1998;16(4):275–292.
  • Jardón A, Gil ÁM, de la Peña AI, et al. Usability assessment of ASIBOT: a portable robot to aid patients with spinal cord injury. Disabil Rehabil Assist Technol. 2010;6(4):320–330.
  • Ríos-Rincón AM, Adams K, Magill-Evans J, et al. Playfulness in children with limited motor abilities when using a robot. Phys Occup Ther Pediatr. 2016;36(3):232–246.
  • Cook AM, Adams K, Encarnação P, et al. The role of assisted manipulation in cognitive development. Dev Neurorehabil. 2012;15(2):136–148.
  • Alvarez L, Ríos-Rincón AM, Adams K, et al. From infancy to early childhood: the role of augmentative manipulation robotic tools in cognitive and social development for children with motor disabilities. Vol. 1. Springer: Berlin Heidelberg; 2013.
  • Keen R. The development of problem solving in young children: a critical cognitive skill. Ann Rev Psychol. 2011;62:1–21.
  • Adams K, Alvarez L, Ríos-Rincón AM. Robotic systems for augmentative manipulation to promote cognitive development, play, and education. In: Robotic assistive technologies: Principles and practice. Chapter 7. Boca Raton (FL): CRC Press; 2017. p. 219–260.
  • 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(2):103–116.
  • Bayon C, Raya R, Lara SL, et al. Robotic therapies for children with cerebral palsy: a systematic review. Transl Biomed. 2016;7(1):44.
  • Miguel Cruz A, Ríos-Rincón AM, Rodriguez Duenas WR, et al. What does the literature say about using robots on children with disabilities? Disabil Rehabil Assist Technol. 2017;12(5):429–440.
  • Levac D, Colquhoun H, O’Brien KK. Scoping studies: advancing the methodology. Implement Sci. 2010;5(1):69.
  • Tricco AC, Lillie E, Zarin W, et al. PRISMA extension for scoping reviews (PRISMA-ScR): checklist and explanation. Ann Internal Med. 2018;169(7):467–473.
  • Reeve J, Jang H, Carrell D, et al. Enhancing students’ engagement by increasing teachers’ autonomy support. Motivation Emotion. 2004;28(2):147–169.
  • Comer JS, Kendall PC. The oxford handbook of research strategies for clinical psychology. Oxford (England): Oxford University Press; 2013.
  • Kratochwill TR, Hitchcock J, Horner R, et al. Single-case designs technical documentation. What Works Clearinghouse; 2010.
  • Khan KS, ter Riet G, Glanville J, et al. Undertaking systematic reviews of research on effectiveness: CRD’s guidance for carrying out or commissioning reviews. York, UK. The University of York; 2001. Research Report Centre for Reviews and Dissemination Report 4 (2nd Edition).
  • Hume K, Steinbrenner JR, Odom SL, et al. Evidence-based practices for children, youth, and young adults with autism: Third generation review. J Autism Dev Disord. 2021;51:1–20.
  • Gersten R, Fuchs LS, Compton D, et al. Quality indicators for group experimental and quasi-experimental research in special education. Except Child. 2005;71(2):149–164.
  • Horner RH, Carr EG, Halle J, et al. The use of single-subject research to identify evidence-based practice in special education. Except Child. 2005;71(2):165–179.
  • Nathan PE, Gorman JM. A guide to treatments that work. Oxford (England): Oxford University Press; 2007.
  • Rogers SJ, Vismara LA. Evidence-based comprehensive treatments for early autism. J Clin Child Adolescent Psychol. 2008;37(1):8–38.
  • Chambless DL, Hollon SD. Defining empirically supported therapies. J Consulting Clin Psychol. 1998;66(1):7.
  • Cook AM, Hoseit P, Liu KM, et al. Using a robotic arm system to facilitate learning in very young disabled children. IEEE Trans Biomed Eng. 1988;35(2):132–137.
  • Adams K, Encarnação P. A training protocol for controlling lego robots via speech generating devices. Assist Technol Res Series. 2011;29:517–525.
  • Cook AM, 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(4):338–346.
  • Adams K, Cook AM. Using robots in “hands-on” academic activities: a case study examining speech-generating device use and required skills. Disabil Rehabil Assist Technol. 2016;11(5):433–443.
  • Cook AM, Howery K, Gu J, et al. Robot enhanced interaction and learning for children with profound physical disabilities. Technol Disabil. 2000;13(1):1–8.
  • Cook AM, Bentz B, Harbottle N, et al. School-based use of a robotic arm system by children with disabilities. IEEE Trans Neural Syst Rehabil Eng. 2005;13(4):452–460.
  • Spiegel-Mcgill P, Zippiroli SM, Mistrett SG. Microcomputers as social facilitators in integrated preschools. J Early Intervent. 1989;13(3):249–260.
  • Encarnação P, Alvarez L, Ríos-Rincón AM, et al. Using virtual robot-mediated play activities to assess cognitive skills. Disabil Rehabil Assist Technol. 2014;9(3):231–241.
  • Ríos-Rincón AM, Adams K, Magill-Evans J, et al. Changes in playfulness with a robotic intervention in a child with cerebral palsy. Assist Technol Res Series. 2013;33:161–166.
  • Ferm UM, Claesson BK, Ottesj ¨C, et al. Participation and enjoyment in play with a robot between children with cerebral palsy who use AAC and their peers. AAC: Augment Altern Commun. 2015;31(2):108–123.
  • Mariager CS, Fischer DKB, Kristiansen J, et al. Co-designing and field-testing adaptable robots for triggering positive social interactions for adolescents with cerebral palsy. In: Proceedings of the 28th IEEE international conference on robot and human interactive communication (RO-MAN); oct.; aalborg university, technical faculty of IT and design, aalborg, 9000, Denmark. Manhattan (NY): IEEE; 2019. p. 1–6.
  • Kronreif G, Prazak B, Mina S, et al. PlayROB - robot-assisted playing for children with severe physical disabilities In: 9th International Conference on Rehabilitation Robotics (ICORR 2005). IEEE; 2005. p. 193–196.
  • Kronreif G, Kornfeld M, Prazak B, et al. Robot assistance in playful environment - user trials and results. In: Proceedings of the 2007 IEEE International Conference on Robotics and Automation; Vol. 1-10; Apr. IEEE; 2007. p. 2898–2903.
  • Encarnação P, Leite T, Nunes C, et al. Using assistive robots to promote inclusive education. Disab Rehabil Assistive Technol. 2017;12(4):352–372.
  • Acevedo-Londoño JA, Caicedo-Bravo E, Castillo-García JF. Playful robotic environment for rehabilitation therapies of pediatric patients with upper limb disability. Revista Iberoamericana de Automática e Informática Industrial. 2018;15(2):203–210. MarOriginal title: Ambiente Robótico Lúdico para Terapias de Rehabilitación de Pacientes Pediátricos con Lesión del Miembro Superior
  • Acevedo-Londoño JA, Caicedo-Bravo E, Castillo-García JF. Benefits of SpinBOT playful robotic environment in the development of cognitive abilities. Revista Iberoamericana de Automatica e Informatica Industrial. 2019;16(2):171–177.
  • APA Presidential Task Force on Evidence-Based Practice and others Evidence-based practice in psychology. Am Psychol. 2006;61(4):271–285.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.