ABSTRACT
Most existing methods adopt the quadrilateral or rotated rectangle representation to detect multi-oriented objects. Yet, the same oriented object may correspond to several different representations, due to different vertex ordering, or angular periodicity and edge exchangeability. To ensure the uniqueness of the representation, some engineered rules are usually added. This makes these methods suffer from discontinuity problem, resulting in degraded performance for objects around some orientation. In this article, we propose to encode the multi-oriented object with double horizontal rectangles (DHRec) to solve the discontinuity problem. Specifically, for an oriented object, we arrange the horizontal and vertical coordinates of its four vertices in left-right and top-down order, respectively. The first (resp. second) horizontal box is given by two diagonal points with smallest (resp. second) and third (resp. largest) coordinates in both horizontal and vertical dimensions. We then regress three factors given by area ratios between different regions, helping to guide the oriented object decoding from the predicted DHRec. Inherited from the uniqueness of horizontal rectangle representation, the proposed method is free of discontinuity issue, and can accurately detect objects of arbitrary orientation. Extensive experimental results show that the proposed method significantly improves the existing baseline representation, and outperforms state-of-the-art methods. The code is available at: https://github.com/lightbillow/DHRec.
ABSTRACT
Autism Spectrum Disorder (ASD) affects 1 in 54 children in the United States. A core social communication skill negatively impacted by ASD is joint attention (JA), which influences the development of language, cognitive, and social skills from infancy onward. Although several technology-based JA studies have shown potential, they primarily focus on response to joint attention (RJA). The other important component of JA, the initiation of joint attention (IJA), has received less attention from a technology-based intervention perspective. In this work, we present an immersive Computer-mediated Caregiver-Child Interaction (C3I) system to help children with ASD practice IJA skills. C3I is a novel computerized intervention system that integrates a caregiver in the teaching loop, thereby preserving the advantages of both human and computer-administered intervention. A feasibility study with 6 dyads (caregiver-child with ASD) was conducted. A near significant increase with medium effect size on IJA performance was observed. Meanwhile, physiology-based stress analysis showed that C3I did not increase stress of the caregivers over the course of the study. To the best of our knowledge, this is the first autonomous system designed for teaching IJA skills to children with ASD incorporating caregivers within the loop to enhance the potential for generalization in real-world.
Subject(s)
Autism Spectrum Disorder , Caregivers , Child , Child, Preschool , Cognition , Communication , Humans , Language , United StatesABSTRACT
Although there has been growing interest in utilizing robots for intervention in autism spectrum disorder (ASD), there have been very few controlled trials to assess the actual impacts of such systems on social communication vulnerabilities. This study reports a randomized controlled trial to investigate a robot-mediated response to joint attention intervention in a small (23 recruited; 20 completed) group of young children (average age = 2.54 years) with ASD. Small and nonsignificant group differences were observed regarding improvements in response to joint attention skills within and beyond the intervention. The sample showed tremendous individual variability in response to the system. Results highlight the current challenges related to developing pragmatic, beneficial, and generalizable robotic intervention systems for the targeted population.
