Human-robot physical interaction system as a tool for neurocognitive stimulation in children with ADHD in Mexico

摘要

This research work promotes the use of an interactive virtual environment, with the purpose of strengthening neurocognitive stimulation in children with ADHD (Attention Deficit Hyperactivity Disorder), through a human-robot physical interaction system (HRpI); as well as establishing the conditions that allow the application of supervised and unsupervised machine learning techniques that favor diagnosis. Clinical evaluation strategies in care and treatment centers for neurodivergent children are based on the Diagnostic and Statistical Manual of Mental Disorders (DSM-5); however, not using integrated technological platforms with biofeedback and neurophysiological stimulation associated with each case study, which contributes to the improvement of the clinical procedure. The proposed HRpI system is constituted by a haptic device with the human operator (patient) in the control loop. The movement instructions are designed based on a clinical protocol that evaluates hand-eye coordination, based on virtual mazes to navigate with one or two upper limbs. The platform is configured with strategies: i) passive haptic guidance and ii) active haptic exploration. In the first case, the robot guides the human in the optimal solution, correcting the interactive forces that condition the presence of disturbances, and shape the required energy; and in the second case, the human voluntarily solves the maze, which implies that the velocity and instantaneous position are variable. Kinesthetic force feedback is based on a viscoelasticity model (spring-damper system) in both haptic interaction strategies. During the development of the task, the instrumentation of brain waves are correlated with the state of the robotic system (position, velocity, energy and instantaneous errors); all this for the evaluation of performance metrics that contribute to the diagnosis. The expected result corresponds to determining the engram in terms of duration and frequency in brain plasticity for self-regulation purposes of the neurodivergent patient; as well as its impact as a value proposition to the Continuous Improvement School Program (PEMC) of basic education institutions in Mexico.