“It Is Not the Robot Who Learns, It Is Me.” Treating Severe Dysgraphia Using Child–Robot Interaction
Writing disorders are frequent and impairing. However, social robots may help to improve children's motivation and to propose enjoyable and tailored activities. Here, we have used the Co-writer scenario in which a child is asked to teach a robot how to write via demonstration on a tablet, combined with a series of games we developed to train specifically pressure, tilt, speed, and letter liaison controls. This setup was proposed to a 10-year-old boy with a complex neurodevelopmental disorder combining phonological disorder, attention deficit/hyperactivity disorder, dyslexia, and developmental coordination disorder with severe dysgraphia. Writing impairments were severe and limited his parti…
Semiautomatic Behavioral Change-Point Detection: A Case Study Analyzing Children Interactions With a Social Agent
The study of human behaviors in cognitive sciences provides clues to understand and describe people’s personal and interpersonal functioning. In particular, the temporal analysis of behavioral dynamics can be a powerful tool to reveal events, correlations and causalities but also to discover abnormal behaviors. However, the annotation of these dynamics can be expensive in terms of temporal and human resources. To tackle this challenge, this paper proposes a methodology to semi-automatically annotate behavioral data. Behavioral dynamics can be expressed as sequences of simple dynamical processes: transitions between such processes are generally known as change-points. This paper describes th…