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自闭症机器人:和Milo打个招呼吧

Say Hi to Milo, the Autism Robot

哪个表情表示我在悲伤?
>> Milo: Which one shows me looking sad?
在莱斯特小学 教师使用机器人帮助自闭症学生沟通
.
Milo是一个类人型机器人
> > Krista Stephens: Milo is a humanoid robot
它是专门为自闭症学生设计的
that is specifically designed towork with students with autism.
我会挥手
I can wave.
我会点头同意
I can nod yes.
他能做出难过的表情
He can make a sad face,
还能做出鬼脸和吃惊的表情
he can make a grimace,he can make a surprised face.
他会做出各种表情 让学生们观察和模仿
He does that so that the student can lookand be able to imitate.
研究表明 相对于人类自闭症儿童更容易和机器相处
.
– 太好玩了!- 做得好!
– That was so much fun!- Good job!
莱斯特小学美国南卡罗来纳州 弗洛伦萨市
在他两岁的时候
> > Audrey: When he was two,
儿科医生告诉我 纳撒尼亚尔不会说话
my pediatrician brought it to my attentionthat Nathaniel was not speaking.
他说 你可能需要带他检查一下
He said,” You may need to get him looked at,
他可能得了你不知道的病
he may have some things going onthat you’re unaware of”
那时我们才知道纳撒尼亚尔患有自闭症
and that’s when it came to our attentionthat Nathaniel had autism.
当时压力很大
It was intense.
他没法告诉我他需要什么
He couldn’t tell me what his needs were.
我得自己琢磨
I had to figure it out.
他花了一段时间才真正学会指东西
It took him a while to actually start to point to things.
他三岁的时候开始在莱斯特幼儿园学习
He started when he was three years old here at Lester, in their preschool program,
学习效果很好
and it was a success.
他们有各种各样的设施和资源
They have all kind of tools,resources
这些都是我以前不曾想过的
I wouldn’t have begun to think about.
我们学校专门治疗自闭症
>> Janette Williams: Our school specializes in autism.
在莱斯特 我们提供全方位的服务
At Lester, we provide a whole realm of services.
我们提供言语治疗 作业治疗 物理治疗
We have speech, we have OT, PT,
以及后续护理服务和辅助技术
extended nursing services, and then assistive technology.
Milo的程序包括有关沟通 同理心 和行为的模块
.
Milo会通过不同的模块帮助学生学习
> > Krista Stephens: Milo works withthe student on a different set of modules.
这很好 因为可以控制模块的困难程度
It’s nice because it scaffoldsas far as how difficult the modules are.
纳撒尼亚尔正在学习愉悦 愤怒 悲伤这三种情绪
Nathaniel is working on thehappy, angry and sad module.
所以他从辨认Milo愉悦的情绪开始
So he started out recognizingMilo happy.
然后他要在表示愉悦和悲伤的图片中进行选择
Then he had to choosebetween happy and sad.
最后他要在代表三种不同情绪的图片中进行选择
Then they go betweenthree different emotions.
因此 纳撒尼亚尔必须能在视觉上区分这三种情绪
So he’s having to visually discriminatebetween those three emotions.
莱斯特小学将Milo作为美国教育部三年试点教育项目的一部分
.
我们从2017年10月份开始和Milo合作
> > Brian Denny: We started participating with Milo in October of 2017.
我们认为这是个独特的机会
We thought it was a unique opportunity for us
使我们能够为高功能自闭症患者
to be able to provide our high autism population
提供他们在其他地方可能无法得到的帮助
with a service they probablywouldn’t get anywhere else.
我听说过Milo
> > Cassandra: I had read about Milo,
所以一到这里 我问的第一件事就是
and the first thing I asked when I got here was,
嗨 你们有Milo吗?我希望Milo参与治疗 我对他很感兴趣
“Hey, do you guys have Milo?I want to get down with it, I’m interested”
多年来 各种治疗都没见效 而使用Milo后JJ已经开始逐渐好转
For years, nothing else was working but now JJ has been progressing.
我们很少提示他 更多的是让他独立思考
There’s less prompting, there’smore independent thought.
我们看到学生们对Milo有反应
>> Brian Denny: We’ve seenstudents respond to Milo
而他们可能对另一个成年人没有反应
where they might notrespond to another adult.
自闭症儿童会注意人的情绪
Children with autism, theypick up on human affect,
但Milo没有任何情绪 他不会沮丧
but Milo doesn’t have anyemotion, doesn’t get upset.
Milo前一天晚上不用熬夜
Milo didn’t have to stay uptoo late the night before.
这些都不会影响他每次他都会以同样的方式回应孩子们
None of that effects Milo, he responds the same way every time.
研究表明 重复和一致的动作让自闭症儿童获益
.
我看到了他们身上产生的变化
> > Krista Stephens: The changes that Ihave seen is they are able
他们能更好地听从指挥而且视觉注意力更强了
to follow directions better andtheir visual attention is better.
我每天面对的挑战
It’s a challenge every day to try to get my students to
是让学生坐好 集中注意力 回答问题 做任务
sit, focus and answer questionsand do a task.
所以如果Milo能帮我做这些事情
So if I can get Milo to help me with that,
将会是另一种能帮助孩子们的方式
that’s another way to reach my kids.

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视频概述

科技进步为自闭症儿童带来了新的希望

听录译者

收集自网络

翻译译者

Cathy

审核员

审核员B

视频来源

https://www.youtube.com/watch?v=pgxWbldQVkE

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