Notes on using Troy in therapies from Maggie and Aersta
Maggie and Aersta gained a lot of practical experience in conducting meaningful therapies using Troy as a tool. We asked them to share some lessons learned, with an eye toward helping the next therapists and improving the technology design. Clearly, I (Mike) don't have a lot of experience judging clinical talent, but from what I saw it appeared that both Maggie and Aersta were very talented clinicians so I think it's useful to record their thoughts. Here's what they said:
In order for this technology to ever be used in a clinical or school setting, clinicians need access to a cost effective robot. To be more useful in the study, it would have been nice if he was more portable. It was a little limiting that he had to be connected to an outlet and a laptop computer. ** What skills do clinicians need in therapy to benefit the child? Clinicians need to be able to think on their feet. Children with language impairment, especially children with Autism, can be impulsive. It's important for a clinician to be able to shape a child's impulse and interests in therapy in order to accomplish the child's specific therapy goals. ** What other technologies would be helpful? (or, what features do you wish the robot or user interface had while you were using it?) A more user-friendly interface would have been nice. Something that was more intuitive with less bugs (I realize it was a new program and bugs were inevitable). It was especially hard to create complex routines for the robot in the interface. Once a routine was fairly complex, it was hard to fix a mistake or make a change because it was hard to see what boxes were connected to what. (I hope that makes sense. It's been a long time since I've used the interface and I can't remember what we called certain functions). We really liked using the Wii remote to control the robot, so that's definitely a keeper. ** Other Thoughts? I really enjoyed using Troy in therapy and it worked really well once Maggie and I figured out the system.
Lee's notes on AVATAR TEST 1 10/02/09
1 S101 (4 YRS TYPICAL) TEST1 AVATAR: S101 is a typically developing 4 year-old. First clip was our first attempt at presenting the avatar. The avatar wasn’t working so we had to start again. Bonnie “scolded” the avatar for not working and to engage S101 in “buying” into playing with the avatar.
2 S101 (4 YRS TYPICAL) TEST1 AVATAR: The second attempt was more successful. S101 thought it was silly and fun and said she would play with us again.
1 S102 (3YRS, POSSIBLE ASD) AVATAR TEST1: Our first attempt with S102. Lee works the avatar and Bonnie provides full prompt with S102. Mom and student clinician move to avatar to try to direct S102’s attention to it.
2 S102 (3YRS, POSSIBLE ASD) AVATAR TEST1: Our second attempt with S102. Mom and student clinician take him to the avatar while Lee works the avatar and Bonnie models language.
3 S102 (3YRS, POSSIBLE ASD) AVATAR TEST1: Our third attempt with S102, lights off and mom’s feedback.
Bonnie's notes on AVATAR TEST 1 10/02/09
We tried a basic imitation game (hands up—hands on hips) with a typically developing 4-year-old girl and with a 3-year-old boy with significant developmental disabilities, including behaviors associated with autistic spectrum disorder. Here are our impressions:
1. The Avatar: We were able to get the Avatar up and running without difficulty. It crashed from time to time, and we restarted it. We noticed the following
2. The typically developing child (S101: age 4 years)
3. The child with the disability (S102: age 3 years)