Assistive Robotics is a class of robotics concerned with aiding humans in daily care tasks that they may be inhibited from doing due to disabilities or age. While research has demonstrated that classical control methods can be used to design policies to complete these tasks, these methods can be difficult to generalize to a variety of instantiations of a task. Reinforcement learning can provide a solution to this issue, wherein robots are trained in simulation and their policies are transferred to real-world machines. In this work, we replicate a published baseline for training robots on three tasks in the Assistive Gym environment, and we explore the usage of a Recurrent Neural Network and Phasic Policy Gradient learning to augment the original work. Our baseline implementation meets or exceeds the baseline of the original work, however, we found that our explorations into the new methods was not as effective as we anticipated. We discuss the results of our baseline and some thoughts on why our new methods were not as successful.

We present a heuristic-based search method for path planning in shared human-robot control scenarios in which the robot should adhere to specific motion constraints imposed by the human's control interface. This approach to path planning gives special consideration to kinematic and dynamic constraints introduced to reconcile discrepancies between the control space of the user and the control space of the robot. The resulting paths more closely mirror paths produced by users of the same interface; which is helpful, for example, when inferring human intent or for control sharing. Our first insight is to develop a hierarchical finite state machine describing the constrained state space, state transitions and associated costs. We then use this definition to embed the constraints of the interface into our heuristic planning algorithm, named C*, with simple modifications to the A*/D* family of graph search algorithms. This approach allows us to maintain powerful theoretical guarantees such as complexity and completeness. In this paper, we ground our augmented path planning algorithm with an implementation on a robotic wheelchair system and a Sip-and-Puff interface. We demonstrate that the new approach produces paths and control signals that more closely resemble user-generated data and can easily be incorporated into real hardware systems.

Socially assistive robotics (SAR) has the potential to combinethe massive replication and standardization of computertechnology with the benefits of learning in a social and tangible(hands-on) context. We are developing HRI methodsfor SAR systems designed to supplement the efforts of humanteachers to personalize education in the classroom. Thisabstract defines and proposes solutions to the computationalchallenges inherent in accomplishing differentiated and personalizededucation utilizing SAR in real-world classrooms. We aim to design robotic systems that are compelling, assistchildren in achieving educational goals, and mitigate developmentalchallenges in a classroom context. To do so, ourapproach must be deeply informed by the needs of our targetusers, children, at all stages of development, and mustadapt to a variety of special needs. In this abstract, we discussmotivation and computational methods for personalizedSAR systems for general, special needs, and mixed multichildeducation contexts. We focus on the personalizationand adaptation of curriculum, feedback, and robot character.

Socially Assistive Robotics (SAR) defines the research regarding robots which provide assistance to users through social interaction. Socially assistive robots are being studied for therapeutic use with children with autism spectrum disorders (ASD). It has been observed that children with ASD interact with robots differently than with people or toys. This may indicate an intrinsic interest in such machines, which could be applied as a robot augmentation for an intervention for children with ASD. Preliminary studies suggest that robots may act as intrinsically-rewarding social partners for children with autism. However, enabling a robot to understand social behavior, and do so while interacting with the child, is a challenging problem. Children are highly individual and thus technology used for social interaction requires recognition of a wide-range of social behavior. This work addresses the challenge of designing behaviors for socially assistive robots in order to enable them to recognize and appropriately respond to a child’s free-form behavior in unstructured play contexts. The focus on free-form behavior is inspired by and grounded in existing approaches to therapeutic intervention with children with ASD. This model emphasizes creating circles of communication and fostering engagement through play. A key aspect of this approach is to recognize social behavior and use “engagements” to bolster social interaction behavior, and to study the ethical implications of therapeutic robotics applications.