Use of myoelectric signals to command mobile entertainment robot by disabled children: Design and control architecture

Severely disabled children have little chance of environmental and social exploration and discovery. This lack of interaction and independency may lead to an idea that they are unable to do anything by themselves. In an attempt to help children in this situation, educational robotics can offer and aid, once it can provide them a certain degree of independency in the exploration of environment. The system developed in this work allows the child to transmit the commands to a robot through myoelectric and movement sensors. The sensors are placed on the child's body so they can obtain information from the body inclination and muscle contraction, thus allowing commanding, through a wireless communication, the mobile entertainment robot to carry out tasks such as play with objects and draw. In this paper, the details of the robot design and control architecture are presented and discussed. With this system, disabled children get a better cognitive development and social interaction, balancing in a certain way, the negative effects of their disabilities. © 2012 IEEE.

Films on the handicapped;

Mode of access: Internet.

Parents' guide to the development of preschool children with disabilities : resources and services /

"May 1992."

Sports, outdoor recreation, and games for visually and physically impaired individuals.

"May 1991."

How do I do this when I can't see what I'm doing? : information processing for the visually disabled /

Includes bibliographical references and index.

Class list, program for physically handicapped, 1964-65.

Cover title.

Overcoming barriers to inclusion of children with disabilities in the local schools : a blueprint for change :executive summary: /

Cover title.

The Illinois plan for special education of exceptional children; children who are blind.

Earlier ed., Illinois plan for special education of exceptional children; the visually defective, compiled by Ray Graham.

A guide for establishing special classes for the educable mentally handicapped /

Preface signed by Ray Graham and Dorothy M. Seigle.

Interval timing in children:effects of auditory and visual pacing stimuli and relationships with reading and attention variables

Motor timing tasks have been employed in studies of neurodevelopmental disorders such as developmental dyslexia and ADHD, where they provide an index of temporal processing ability. Investigations of these disorders have used different stimulus parameters within the motor timing tasks which are likely to affect performance measures. Here we assessed the effect of auditory and visual pacing stimuli on synchronised motor timing performance and its relationship with cognitive and behavioural predictors that are commonly used in the diagnosis of these highly prevalent developmental disorders. Twenty- one children (mean age 9.6 years) completed a finger tapping task in two stimulus conditions, together with additional psychometric measures. As anticipated, synchronisation to the beat (ISI 329 ms) was less accurate in the visually paced condition. Decomposition of timing variance indicated that this effect resulted from differences in the way that visual and auditory paced tasks are processed by central timekeeping and associated peripheral implementation systems. The ability to utilise an efficient processing strategy on the visual task correlated with both reading and sustained attention skills. Dissociations between these patterns of relationship across task modality suggest that not all timing tasks are equivalent.