Leka is now available for purchase via animals for YOUNG, the exclusive distributor of Leka in MALAYSIA, Limited Units, firs come for served.
Malaysia Leka Smart Toys
AFY is the first organization who brought Leka, a new interactive robot designed specifically for children with autism and other developmental disabilities into Malaysia, and also the official distributor of Leka. Leka acts as an educational tool to motivate and help them to learn, play and progress; also a companion to stimulate social interaction.
WHEN YOU'RE EXCEPTIONAL, YOU'RE OFTEN MISUNDERSTOOD
Leka is founded in Paris, France, in 2013. Leka won the Grand Prize at the 2014 Robot Launch competition for their robotic toy set on changing the way children with developmental disorders learn, play and progress. Leka will be the first interactive tool for children with developmental disorders that is available for direct purchase to the public. Designed for use in the home and not limited to a therapist’s office, Leka enables streamlined communication between therapists, parents and children easier, more efficient and more accessible through its monitoring platform. Leka’s co-founder and CEO, Ladislas de Toldi, writes about Leka’s progress since the Robot Launch competition and where the company is headed in the next year.
“Our mission is to help exceptional children live exceptional lives by reducing the learning inequalities that many children with different developmental disorders currently deal with” – Ladislas de Toldi.
What can Leka do?
Leka is an interactive, mobile, communicable, and multi-sensory robot that can move, talk, make lights, sounds & vibrates, and displays emotions.
Equipped with sensors, Leka can detect and respond to a child’s interaction through autonomous behaviors. For example, if Leka is mistreated and thrown to the ground, it gets sad and turns red, a color traditionally associated with sadness. Interactive responses like this aim to help children better understand social cues and improve their social skills.
Leka is predictable in its interactions (meaning, each and all of its interactions are pre-programmed) in order to give children a sense of safety and peace of mind. Leka offers a wide range of stimulations in a way that even children with restrictive areas of interest will find their own source of motivation.
Addressing multiple senses, Leka helps engage children socially with their parents and caregivers to foster greater progress.
How does Leka benefit children with Special Needs Children?
- Leka is focused on making social interaction easier with the child’s family and surroundings through multiplayer games as well as reducing anxiety and stress.
- Leka motivates and guides the child throughout the day to autonomously complete different daily tasks through pictograms displayed on its screen and vocal instructions.
- Leka helps parents, caregivers, and therapists teach motor, cognitive, and emotional skills through play. Integrating Leka at home and in school will then help parents and therapists to stay connected.
How does Leka work?
Leka offers a large and evolving array of engaging educational games that motivates social interaction and communication, while increase motor, cognitive, and emotional skills. Leka works by way of a companion app (both iOS and Android are supported) and is controlled via Bluetooth. Users can either manually control Leka’s movements and actions or program Leka to act autonomously through the app. Currently, there are seven educational activities planned for the smart robot: Picture Bingo, Hide & Go Leka, Traveling Leka, Remote Control Leka, Time-Timer, Alarm Clock, and Night Light. Each of these educational games is designed specifically with the target demographic in mind, aiding in early childhood development.
And because Leka includes a cloud-based Monitoring Platform, Leka’s sensors will be able to inform parents, therapists, and caregivers about each child’s progress. Leka will keep tabs on how children touch and manipulate the device, the time they spend on activities, and reaction time to instructions. Leka can also help parents and therapist to generate and analyze data on how children interact with the device and enable data sharing across a social network. The data collected can enhance understanding on the type of guidance that is more helpful to the child in completing a task.
How does Leka been designed?
Years of research on social robotics and developmental psychology has shown the learning potential of robots for autistic kids. We have built our features based on what has been demonstrated in this field.
Leka has been designed to work within established comprehensive behavioral intervention approach and developmental curriculum (such as ABA, TEACCH, ESDM…). The applications and games are designed under the guidance of the Advisory & Scientific Board in France and they have been performing different qualitative studies, including tests from user observations (6 special education schools, 40 children aged from 3 to 18 years old and 25 therapists) to anecdotal studies about user-centred design of educational activities with a robot (a three-months test performed twice in the same special education school). Leka has been validated by the French Advisory & Scientific Board, an organization composed of some of France’s top researchers, therapists, caregivers, entrepreneurs and organization executives.
AFY is also on board with Leka’s Alpa development program to provide feedback, and to continue developing the product according to special children’s needs. Based on papers published in peer-reviewed sources, Leka has been developed hand-in-hand with parents, therapists, and caregivers, to aid in a variety of settings.
With the use of Leka, our therapy is more efficient and more accessible.
Why they love Leka?
About Smart Robot Intervention
How can a robot change things?
ASD affects about 70 million people worldwide. In order to develop an efficient toy, Leka’s developers worked closely with children with ASD, parents, and educators, to determine their needs and the role that the robot could play. The developers realized that children with ASD respond especially well to robots. Why? Because for these children, repetition and predictability are essential. Performing the same activity over and over can be hard for parents or educators.
The rolling robot may also help child development by being controlled via Bluetooth and programmed through an app (available for both iOS and Android). Leka responds to a child’s participation in games, supplying positive images and sounds — for instance, showing a smiling face — to reward progress and encourage confidence. Currently programmed with three educational games, Leka will offer a total of seven activities toward 2017.
Adaptability is the key strength of this rolling robot. Caregivers can adjust the level of stimulation to fit each child’s needs – by changing the settings–, allowing the child’s progress to be tracked over time. Meanwhile, handling the spherical Leka provides children with a uniquely tactile interactive experience that they can’t get from a touchscreen.
Why robots? A survey on the roles and benefits of social robots in the therapy of children with autism (Cabibihan, Javed, Ang & Aljunied, 2013)
This paper reviews the use of socially interactive robots to assist in the therapy of children with autism. The extent to which the robots were successful in helping the children in their social, emotional, and communication deficits was investigated. Child-robot interactions were scrutinized with respect to the different target behaviors that are to be elicited from a child during therapy. These behaviors were thoroughly examined with respect to a childs development needs. Most importantly, experimental data from the surveyed works were extracted and analyzed in terms of the target behaviors and how each robot was used during a therapy session to achieve these behaviors. The study concludes by categorizing the different therapeutic roles that these robots were observed to play, and highlights the important design features that enable them to achieve high levels of effectiveness in autism therapy.
Reference: Cabibihan, J., Javed, H., Ang, M., & Aljunied, S. (2013). Why Robots? A Survey on the Roles and Benefits of Social Robots in the Therapy of Children with Autism. International Journal Of Social Robotics, 5(4), 593-618. doi: 10.1007/s12369-013-0202-2. Retrieved from http://arxiv.org/abs/1311.0352
Are robots ready to deliver Autism interventions? A Comprehensive Review (Begum, Serna & Yanco, 2016)
This article presents a review of the contemporary robotics research with respect to making robots and human-robot interaction (HRI) useful for autism intervention in clinical settings. Robotics research over the past decade has demonstrated that many children with autism spectrum disorders (ASD) have a strong interest in robots and robot toys and can connect with a robot significantly better than with a human. Despite showing great promise, research in this direction has made minimal progress in advancing robots as clinically useful for ASD intervention. Moreover, the clinicians are generally not convinced about the potential of robots. A major reason behind this is that a vast majority of HRI studies on robot-mediated intervention do not follow any standard research design and, consequently, the data produced by these studies is minimally appealing to the clinical community. In clinical research on ASD intervention, a systematic evaluation of the evidence found from a study is performed to determine the effectiveness of an experimental intervention (e.g., a robot-mediated intervention, RMI). An intervention that produces a stable positive effect is considered as an evidence-based practice (EBP) in autism.
EBPs enable clinicians to choose the best available treatments for an individual with ASD. The ultimate goal of RMI, therefore, is to be considered as an EBP so that they can actually be used for treating autism. There are several criteria to measure the strength of evidence, and they are mostly geared toward rigorous research design. The research on RMI, therefore, needs to follow standard research design to be acceptable by the clinical community. This paper reviews the temporary literature on robotics and autism to understand the status of RMI with respect to being an EBP in autism treatment. First, a set of guidelines is reported which is considered as a benchmark for research design in clinical research on ASD intervention and can easily be adopted in HRI studies on RMI. The existing literature on RMI is then reviewed with respect to these guidelines. We hope that the guidelines reported in this paper will help the robotics community to design user studies on RMI that meet clinical standards and thereby produce results that can lead RMI toward being considered as an EBP in autism. Note that the paper is exclusively focused on the role of robots in ASD intervention/therapy. Reviews on the use of robots in ASD diagnosis are beyond the scope of this paper.
Reference: Begum, M., Serna, R., & Yanco, H. (2016). Are Robots Ready to Deliver Autism Interventions? A Comprehensive Review. International Journal Of Social Robotics, 8(2), 157-181. doi: 10.1007/s12369-016-0346-y. Retrieved from https://pdfs.semanticscholar.org/fca9/392f3ad1cde4df633506389c1d973a8d75f1.pdf
Robot-based Intervention Program for Autistic Children with Humanoid Robot NAO: Initial Response in Stereotyped Behavior (Ismail, Shamsudin, Yussof, Hanapiah & Zahari, 2012)
The development and research on Human-Robot Interaction (HRI) between the humanoid robot and autistic children is new and innovative. This paper presents the initial response of stereotyped behavior in HRI between Humanoid Robot NAO and children with Autism Spectrum Disorder (ASD) during the Robot-based Intervention Program (RBIP) and normal class session. The presence of stereotyped behavior in children with ASD is being evaluated during the RBIP interaction and normal class session interaction. Humanoid Robot NAO is being utilized for the interaction in RBIP. The relationship between initial response of stereotyped behavior and the intelligence level of ASD children were analyzed during two interaction set-up, which were RBIP and normal classroom interaction, from which these findings are discussed in this paper. Our focus of discussion in this research is the initial response of autistic children exhibiting stereotyped behavior in RBIP and normal classroom session.
Reference: Ismail, L., Shamsudin, S., Yussof, H., Hanapiah, F., & Zahari, N. (2012). Robot-based Intervention Program for Autistic Children with Humanoid Robot NAO: Initial Response in Stereotyped Behavior. Procedia Engineering, 41, 1441-1447. doi: 10.1016/j.proeng.2012.07.333. Retrieved from https://asknao.aldebaran.com/sites/default/files/publications/ismailshamsudin_2012_robot-basedinterventionprogram.pdf
The Clinical Use of Robots for Individuals with Autism Spectrum Disorders: A Critical Review (Diehl, Schmitt, Villano & Crowell, 2012)
This paper examined peer-reviewed studies in order to understand the current status of empirically-based evidence on the clinical applications of robots in the diagnosis and treatment of Autism Spectrum Disorders (ASD). Studies are organized into four broad categories: (a) the response of individuals with ASD to robots or robot-like behavior in comparison to human behavior, (b) the use of robots to elicit behaviors, (c) the use of robots to model, teach, and/or practice a skill, and (d) the use of robots to provide feedback on performance. A critical review of the literature revealed that most of the findings are exploratory and have methodological limitations that make it difficult to draw firm conclusions about the clinical utility of robots. Finally, we outline the research needed to determine the incremental validity of this technique.
Reference: Ismail, L., Shamsudin, S., Yussof, H., Hanapiah, F., & Zahari, N. (2012). Robot-based Intervention Program for Autistic Children with Humanoid Robot NAO: Initial Response in Stereotyped Behavior. Procedia Engineering, 41, 1441-1447. doi: 10.1016/j.proeng.2012.07.333. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3223958/
Socially Assistive Robot-Based Intervention for Children with Autism Spectrum Disorder (Feil-Seifer, 2008)
While robots have been used for social interaction, there is great untapped potential for their use as therapeutic social partners. This research provides a process by which a socially assistive robot can be developed and used as part of a therapeutic intervention for children with autism spectrum disorders (ASD), children who have severe deficits in turn-taking, joint-attention, play, imitation, and self-initiated behavior. This work is focused on robots whose behavior encourages, facilitates, and trains social behavior in children with ASD through embodied social interaction. The contributions of this work include an interaction structure for a robot-assisted intervention, a socially assistive robot control architecture, and domain-relevant validation metrics of the robot’s intervention based on behavioral diagnostic benchmarks. Children with ASD typically respond better, socially and intellectually, to computers and robots than to humans in similar contexts. It has also been observed that robots can provoke social behavior in otherwise asocial children with ASD. This work describes a human-robot interaction structure based on the ADOS evaluation, a methodology for designing socially assistive robot systems that encourage, through social interaction, an increase in social behavior, is observable through the standard ADOS evaluation (an autism diagnostic tool which observes social behavior).
The methodology combines best practices and research methods from psychology and education with current robot sensing, planning, and control methods. A major challenge addressed in this work is the difficultly in constructing a robot system that can recognize, understand, and correctly act upon behavior observed in its user, especially one with special needs. An architecture for such socialization-evoking behavior is presented that addresses the challenges of making an autonomous robot capable of being used as part of a behavior intervention. A key aspect of this work is the examination the role of anthropomorphism in socially assistive robotics. Anthropomorphic robots may provide benefits over non-anthropomorphic robots in both interaction potential vi and range of assistance. However, anthropomorphism has been shown to be unsettling for children with ASD, creating potential problems for use as part of a robot-assisted intervention. This work provides controlled experimental studies that compare an anthropomorphic robot to a non-anthropomorphic robot and to human therapists in similar situations. The described work is validated in human subject studies involving children with ASD and typically developing populations. Each social impairment that the robot is designed to address will be validated separately. Existing psychological evaluation methods are used to assess the social behavior of a child in an experimental setting. In addition, the robot is evaluated in terms of its ability to recognize, understand, and then act upon the actions of its user. The overall effects of this system on the behavior of its user, along with the change in the social behavior of the user when not interacting with the robot is used to validate the hypotheses relating to the therapeutic potential of socially assistive robots for ASD.
Reference: David J. Feil-Seifer, “Socially Assistive Robot-Based Intervention for Children with Autism Spectrum Disorder,” Working Notes IEEE International Conference on Robotics and Automation Workshop on Unifying Characteristics of Research in Human-Robot Interaction, pp. 10-11, Pasadena, CA, May 2008. Retrieved from https://pdfs.semanticscholar.org/b7fb/f63864c35a3ff8a0983a20ad59b3ee3014f7.pdf
Socially Assistive Robot-Based Intervention for Children with Autism Spectrum Disorder (Cho & Ahn, 2016)
Autism spectrum disorder (ASD) is a neurodevelopmental disorders that is characterized by complex behavioral phenotype and deficits in both social and cognitive functions and has been gradually increasing for the past 20 years. However, practically there are some difficulties in diagnosis and treatment due to a limited number of specialist and considerable cost. Emerging technology, especially socially assistive robotics (SAR), has expanded into the evaluation and intervention for children with ASD. SAR refers to a robot that provides assistance to the user in a social interaction setting. SAR becomes a tool that can teach or demonstrate socially desirable behaviors to help children who have trouble expressing themselves to others owing to their underdeveloped communication and social skills as a result of ASD. This paper reviews the use of SAR to assist in the therapy of children with ASD and the extent to which the robots were successful in helping the children in their social, emotional and communication deficits was investigated. The study investigates the different roles that these robots were observed to play with children with ASD by categorizing and the outcome of studies that have been conducted in Korea. Despite the fact that SAR research is still in its formative stages, if rigorous research plans are developed based on clinical usefulness and effectiveness, and if a clinician with specialized knowledge of ASD participates in or evaluates the results of the research, there is the possibility to create a new paradigm for the treatment of ASD.
Malaysia Leka Smart Toys
Leka diasaskan di Paris, Perancis, pada tahun 2013. Set robot mainan Leka telah memenangi Anugerah Utama dalam pertandingan Pelancaran Robot 2014 bagi fungsi robot mainan yang dapat mengubah cara kanak-kanak dengan masalah gangguan perkembangan untuk belajar, bermain dan memperbaiki diri. Leka akan menjadi alat interaktif pertama untuk kanak-kanak dengan masalah gangguan perkembangan yang terbuka kepada orang awam untuk pembelian. Rekaan leka tidak terhad kepada kegunaan di pejabat terapi sahaja dan juga untuk kegunaan rumah, malah dapat membolehkan komunikasi yang selaras antara ahli terapi dengan ibu bapa dengan cara yang lebih mudah, lebih cekap dan lebih mudah diakses melalui platform pemantaunnya. Ketua Pegawai Eksekutif dan juga seorang pengasas Leka, Ladislas de Toldi, mencatat kemajuan Leka sejak pertandingan Pelancaran Robot dan hala tujuan syarikat akan menuju pada tahun depan.
“Misi kami adalah untuk membantu kanak-kanak yang luar biasa menjalani kehidupan yang luar biasa dengan mengurangkan ketidaksamaan pembelajaran kanak-kanak yang mempunyai masalah gangguan perkembangan yang berbeza sedang alami” – Ladislas de Toldi.
Apakah yang Leka mampu lakukan?
Leka ialah robot yang berinteraktif, mudah alih, mudah berkomunikasi, dan mempunyai “pelbagai sensori” yang boleh bergerak, bercakap, mempunyai pembukaan lampu, berbunyi & getaran, dan pemaparan emosi.
Dilengkapi dengan pengesan, Leka dapat mengesan dan berinteraksi dengan kanak-kanak melalui tingkah laku secara autonomi. Sebagai contoh, jika Leka ditindas dan dibaling, ia akan bersedih dan bertukar menjadi warna merah yang dikaitkan dengan kesedihan. Respons interaktif seperti ini bertujuan untuk membantu kanak-kanak meningkatkan pemahaman tentang isyarat-isyarat sosial dan meningkatkan kemahiran sosial mereka.
Interaksi Leka dapat diramal, (bermakna setiap dan semua interaksinya telah diprogramkan) untuk memberikan kanak-kanak keamanan dan ketenangan jiwa. Leka menawarkan pelbagai rangsangan di mana kanak-kanak dengan minat yang terhad juga dapat mencari sumber motivasi mereka
Untuk menangani pelbagai deria, Leka melibatkan kanak-kanak dari aspek sosial dengan ibu bapa dan penjaga mereka untuk mendorongkan kemajuan yang lebih besar.
Bagaimanakah Leka membantu kanak-kanak istimewa?
Leka membantu ibu bapa, penjaga, dan ahli terapi mengajar kemahiran motor, kognitif, dan emosi melalui permainan. Dengan mengintegrasikan Leka di rumah dan di sekolah ia akan membantu ibu bapa dan ahli terapi untuk saling berhubung dengan sesama
Bagaimanakah Leka berfungsi?
Bagaimanakah Leka telah direka?
Beberapa tahun penyelidikan dalam robotika sosial dan psikologi perkembangan telah menunjukkan potensi pembelajaran robot untuk kanak-kanak autisma. Kita telah memupuk ciri-ciri kita berdasarkan apa yang telah didemonstrasikan dalam bidang ini.
Leka telah direka untuk menggunakan pendekatan intervensi kelakuan komprehensif dan kurikulum perkembangan (seperti ABA, TEACCH, ESDM …). Aplikasi dan permainan telah dirancangkan dalam bimbingan Lembaga Penasihat & Saintifik di Perancis dan mereka telah melakukan kajian kualitatif yang berbeza, termasuk ujian daripada pemerhatian pengguna (6 sekolah pendidikan khas, 40 kanak-kanak berumur 3 hingga 18 tahun dan 25 terapi) kepada kajian anekdot mengenai reka bentuk aktiviti pendidkan yang bertema pengguna dengan robot (ujian selama tiga bulan dilakukan dua kali dalam sekolah pendidikan khas yang sama). Leka telah disahkan oleh Lembaga Penasihat & Saintifik Perancis, sebuah organisasi yang terdiri daripada beberapa penyelidik yang terunggul, ahli terapi, penjaga, pengusaha dan eksekutif organisasi Perancis.
AFY juga berselaras dengan program pembangunan Alpa Leka untuk memberikan maklum balas, dan meneruskan pembangunan produk yang mengikuti keperluan kanak-kanak istimewa. Berdasarkan jurnal yang diterbitkan dalam sumber-sumber ulasan sejawat, Leka telah dibangunkan dengan ibu bapa, terapi, dan penjaga, untuk membantu dalam pelbagai seting secara selaras,
Terapi kami juga lebih cekap dan mudah diperoleh dengan penggunaan Leka.
Intervensi Robot pintar
Bagaimanakah robot dapat membawa ubahan?
ASD(Autism Spectrum Disorder) menjejaskan kira-kira 70 juta orang di seluruh dunia. Untuk mengembangkan alat mainan yang cekap, pemaju Leka bekerja dengan kanak-kanak ASD, ibu bapa, dan pendidik, untuk menentukan keperluan mereka dan peranan yang dapat dimainkan oleh robot. Pemaju menyedari bahawa kanak-kanak dengan ASD memberikan tindak balas yang baik kepada robot. Mengapa? Hal ini kerana pengulangan dan jangkaan adalah penting untuk kanak-kanak ASD manakala pengulangan aktiviti yang sama boleh menyukarkan ibu bapa atau pendidik.
Pengulangan perkara yang sama bersesuaian dengan robot. "Robotik dapat membantu dengan mengulangi perkara yang sama dan memberikan kanak-kanak keselamatan" - Ladislas de Toldi, CEO dan juga pengasas Leka.
Robot rolling juga boleh membantu perkembangan kanak-kanak dengan pengedalian melalui Bluetooth dan diprogramkan melalui aplikasi (boleh didapati dalam iOS dan Android). Respons Leka terhadap penyertaan kanak-kanak dalam permainan memberikan imej dan bunyi yang positif – sebagai contoh, menunjukkan wajah tersenyum – untuk memberi ganjaran kepada kemajuan dan mendorong keyakinan. Kini Leka telah diprogramkan dengan tiga permainan pendidikan dan menuju ke tahun 2017 Leka akan menawarkan sebanyak tujuh aktiviti.
Kebolehan untuk menyesuaikan diri ialah kekuatan utama robot rolling ini. Pengasuh boleh melaraskan tahap rangsangan untuk menyesuaikan keperluan setiap kanak-kanak – dengan menukar seting untuk membolehkan kemajuan kanak-kanak dikesan dari semasa ke semasa. Sementara itu, melalui pengendalian Leka sfera, ini dapat memberikan kanak-kanak pengalaman interaktif unik yang tidak dapat diperoleh daripada skrin sentuh.