自閉症児発達支援のための距離感モデルとその応用

全文

(1)Vol.2016-AAC-1 No.12 2016/7/30. ৘ใॲཧֶձ‫ڀݚ‬ใࠂ IPSJ SIG Technical Report. ࣗด঱ࣇൃୡࢧԉͷͨΊͷ‫ײ཭ڑ‬ϞσϧͱͦͷԠ༻ ௰ Ѫཬ1,a). দా ૖Ұ࿠1,b). ླ໦ ݈࢚1,c). ֓ཁɿຊ‫Ͱڀݚ‬͸ࣗด঱εϖΫτϥϜো֐ࣇʢҎԼࣗด঱ࣇʣͷൃୡࢧԉΛ໨తͱ͠, ϊϯόʔόϧͳί ϛϡχέʔγϣϯͷҰ‫͋Ͱ؀‬Δ‫ײ཭ڑ‬ΛϞσϧԽ͢Δ. ৺ཧֶ෼໺Ͱ͸͜Ε·Ͱ઀ۙɾճආͱ͍ͬͨ‫ײ཭ڑ‬ ͷมԽʹ͍ͭͯ, ϏσΦʹΑΔ‫͓࡯؍‬Αͼλά෇͚͕ߦΘΕ͖ͯͨ. ͔͠͠ϏσΦͰͷղੳʹ͸ଟେͳ࣌ؒ ͕ඞཁͰ͋Γ, ‫ʹऀ࡯؍‬Αͬͯ݁Ռʹ͹Β͖͕ͭͰΔͱ͍ͬͨ໰୊͕͋ͬͨ. ຊ‫Ͱڀݚ‬͸ϞʔγϣϯΩϟϓ νϟٕज़Λ༻͍ͨߦಈͷ‫ܭ‬ଌΛߦ͍, ‫ײ཭ڑ‬Λఆྔతʹ‫ܭ‬ଌ͢Δख๏ΛఏҊ͠, ධՁ͢Δ.. Interpersonal Distance Model during Therapeutic Activities for Children with ASD Airi Tsuji1,a). Soichiro Matsuda1,b). 1. ͸͡Ίʹ ‫ײ཭ڑ‬͸ϊϯόʔόϧίϛϡχέʔγϣϯʹ͓͚Δॏཁ ͳཁૉͷҰͭͰ͋Δ. ۙ೥૿Ճ͢Δࣗด঱εϖΫτϥϜো֐ ࣇʢҎԼࣗด঱ࣇʣͷൃୡࢧԉʹ͓͍ͯ, ίϛϡχέʔγϣ ϯͷఆྔతͳ‫ܭ‬ଌʹ͸ߴ͍ཁ੥͕͋Γ, ‫͓ײ཭ڑ‬Αͼରਓ‫ڑ‬ ཭ʹؔ͢Δ‫ͳ͓͕͜ڀݚ‬ΘΕ͖ͯͨ [1], [2], [3]. ͜Ε·Ͱ৺. Kenji Suzuki1,c). ϞʔγϣϯΩϟϓνϟٕज़ʹΑͬͯࣗด঱ࣇͱηϥϐετ ͷ઀ۙɾճආͱର໘ߦಈΛϦΞϧλΠϜʹ‫ܭ‬ଌ͢Δ΋ͷͰ ͋Δ. ຊൃදͰ͸γεςϜ֓ཁͱ࣮ࡍʹ‫ܭ‬ଌΛߦͬͨ݁Ռ Λใࠂ͢Δ.. 2. ఏҊख๏ 2.1 ‫ܭ‬ଌํ๏. ཧֶ෼໺ʹ͓͍ͯ‫ײ཭ڑ‬ͷ‫ܭ‬ଌʹ͸,2 ऀͷͭ·ઌҐஔΛ‫ܭ‬. ϞʔγϣϯΩϟϓνϟʹΑΔҐஔ‫ܭ‬ଌ͸ࣗવͳηϥϐʔ. ଌ্ͨ͠Ͱෆշʹ‫͡ײ‬Δ·Ͱ͖ۙͮ, ෆշʹ‫ͨ͡ײ‬ҐஔΛऔ. ৔໘Ͱͷఆྔతͳ‫ܭ‬ଌʹ͓͍ͯ༗ޮͰ͋Δ. ͔͠͠, ଟ͘. ಘ͢Δ Stop-Distance ๏ͱ, ηϥϐʔதͷߦಈΛϏσΦͰࡱ. ͷࣗด঱ࣇ͕৮աහ [5], [6] Λ࣋ͪ, ϞʔγϣϯΩϟϓνϟ. Өͨ͠΋ͷΛ‫͕ऀ࡯؍‬ධՁ͢Δ Observation ๏ (ώϡʔϚ. ϚʔΧΛ਎ମʹ‫ݻ‬ఆ͢Δ͜ͱʹࠔ೉͕൐͏. ͦ͜Ͱຊ‫ڀݚ‬. ϯίʔσΟϯά) ͕༻͍ΒΕ͖ͯͨ. ͔͠͠,Stop-Distance. Ͱ͸઀ۙճආͱ਎ମ޲͖Λ‫ܭ‬ଌ͢ΔͨΊͷϚʔΧΩϟοϓ. ๏Ͱ͸ηϥϐʔ࣌ؒதͷࣗવͳ‫ײ཭ڑ‬มԽΛऔಘ͢Δ͜ͱ. (ਤ 1) Λ࡞੒ͨ͠. ͜Ε͸࠶‫ؼ‬ੑ൓ࣹૉࡐͷϚʔΧΛ๧ࢠ. ͕Ͱ͖ͣ,Observation ๏Ͱ͸ઐ໳ՈʹΑΔ௕࣌ؒͷ‫͕࡯؍‬. ʹ‫ݻ‬ఆͰ͖Δ‫Ͱܗ‬๓͍෇͚ͨ΋ͷͰ͋Γ,3 ఺ͷҐஔ͔Βࣗ. ඞཁͱͳΔ͜ͱ͕໰୊ͱͳ͍ͬͯͨ. ຊ‫Ͱڀݚ‬͸ࣾձੑͷ. ด঱ࣇͷҐஔ͚ͩͰͳ͘‫إ‬ͷ޲͖ΛऔಘͰ͖ΔΑ͏ʹͨ͠. ‫ࡏݦ‬ԽΛ໨తͱ͢ΔιʔγϟϧΠϝʔδϯά [4] ͷҰ‫ͱ؀‬. ΋ͷͰ͋Δ.. ͯ͠, ࣗด঱ࣇͷηϥϐʔதͷ‫ײ཭ڑ‬ͷม༰Λఆྔతʹ‫ܭ‬ ଌ͢ΔͨΊͷํ๏ΛఏҊ͢Δ. ͜Ε͸઀৮աහΛ࣋ͭࣗด. ϞʔγϣϯΩϟϓνϟγεςϜͱͯ͠ Optitrack ࣾͷ. Flex3 Λ༻͍ͨ.. ঱ࣇʹ΋૷ண͕ൺֱత༰қͳϚʔΧʔΩϟοϓΛ༻͍ͨ 1. a) b) c). ஜ೾େֶγεςϜ৘ใ‫ܥ‬ University of Tsukuba, Tennnodai, Tsukuba, Ibaraki 305– 8573, Japan [email protected] [email protected] [email protected]. ⓒ 2016 Information Processing Society of Japan. 2.2 Ϟσϧ ຊ‫Ͱڀݚ‬͸‫ײ཭ڑ‬Λରਓؒͷ෺ཧతͳ‫ͦͱ཭ڑ‬ͷμΠφ ϛΫε, ޲͖͔Βఆٛ͢Δ. ͢ͳΘͪ, ૬खͷํΛ޲͍ͯۙ ͍͍ͮͯΔঢ়ଶΛ‫͚͓ʹײ཭ڑ‬Δ઀ۙͱఆٛ͠, ‫ܭ‬ଌͷର. 1.

(2) Vol.2016-AAC-1 No.12 2016/7/30. ৘ใॲཧֶձ‫ڀݚ‬ใࠂ IPSJ SIG Technical Report. ‫[ ڀ‬11] Λ‫ ʹݩ‬0.5 m/s ҎԼͷಈ࡞Λఀ଺ͱͯ͠ѻ͏͜ͱͱ ͨ͠. ද 2 ʹώϡʔϚϯίʔμʹΑΔίʔσΟϯάʹ༻͍ ͨλάΛࣔ͢. ຊ࣮‫Ͱݧ‬ͷϞʔγϣϯΩϟϓνϟͷϑϨʔ ϜϨʔτ͸ 60fps ʹઃఆͨ͠.. ਤ 1. ϞʔγϣϯΩϟϓνϟ༻ϚʔΧΩϟοϓ. Fig. 1 Soft Marker Cap for Motion Capture. ৅ͱ͢Δ͜ͱͱͨ͠. ‫ײ཭ڑ‬Λਪఆ͢Δ্Ͱࣗด঱ࣇͱη ϥϐετͷ઀ۙͱճආ͕ॏཁͱͳΔ. ຊ‫ڀݚ‬άϧʔϓͰ͸ ઌߦ‫ ࣜͰڀݚ‬1 ʵ 3 ͷϞσϧΛఏҊ͍ͯ͠Δ.C ͸ࣗด঱ࣇ ͷҐஔΛ,T ͸ηϥϐετͷҐஔΛ,t ͸࣌ؒΛ͍ࣔͯ͠Δ.. α(t) β(t) α(t) = Δ(C(t) − T (t)). D(t) =. β(t) = Δ(C(t) − C(t − τ )). (1) (2) (3). ਤ 2. ࣮‫֓ࣨݧ‬ཁਤ. Fig. 2 Experimental Setup in Therapy Room. Ћ͸࣌ؒ t ʹ͓͚Δࣗด঱ࣇͱηϥϐετͷ‫཭ڑ‬Λ, Ќ ͸ඍখ࣌ؒНʹ͓͚Δࣗด঱ࣇͷҠಈྔΛද͢. ࣗด঱ࣇ ͱηϥϐετͷͲͪΒ΋ಈ͔ͳ͍࣌, Ћʹ 0 ͔ͭЌʹ 0 Ͱ. 3. ࣮‫݁ݧ‬Ռ. ͋Δ. ࣗด঱ࣇͷΈ͕ಈ͘ͱ͖Ћ΋Ќ΋ 0 Ͱͳ͔ͭ͘Ћʔ. ਤ 3 ʹ࣮‫ࢀݧ‬Ճऀ A ͷ઀͓ۙΑͼର໘ߦಈͷఏҊख๏ʹ. Ќʹ 0 Ͱ͋Δ. ηϥϐετͷΈ͕ಈ͘ͱ͖, Ћʼ 0 ͔ͭЌʹ. ΑΔ‫ܭ‬ଌ݁ՌͱώϡʔϚϯίʔσΟϯάͷ݁ՌΛࣔ͢. ઀ۙ. 0 Ͱ͋Δ. ࣗด঱ࣇͱηϥϐετͷ྆ํ͕ಈ͘ͱ͖, ඍখ࣌. ߦಈʹ͓͍ͯ͸ఏҊख๏ͱώϡʔϚϯίʔσΟϯάʹྨࣅ. ؒНதͷЋʹ 0 ͔ͭЌʺ 0 Ͱ͋Δ. ЋͱЌ͔ΒͳΔ D ͕ 0. ੑ͕‫ݟ‬ΒΕΔ͜ͱ͕Θ͔ͬͨ. ·ͨ, ͜ͷ݁Ռ͸ଞͷ 3 ਓͷ. ΑΓ΋େ͖͍࣌ 2 ऀ͸཭Ε͓ͯΓ,D ͕ 0 ΑΓ΋খ͍࣌͞,2. ࣮‫ࢀݧ‬Ճऀʹ͓͍ͯ΋ಉ༷ͷ܏޲͕‫ݟ‬ΒΕͨ. ද 3 ʹ઀ۙ. ऀ͸઀͍ۙͯ͠Δ. ઌߦ‫[ ڀݚ‬7] ΑΓର໘ίϛϡχέʔγϣ. ߦಈʹ͓͚ΔఏҊख๏ͱώϡʔϚϯίʔσΟϯάͷҰக཰. ϯ࣌ͷࢹ໺ (FOV) ͸ 12˃Ͱ͋Δ͜ͱ͕໌Β͔ͱͳ͍ͬͯ. Λࣔ͢. ࣮‫ࢀݧ‬Ճऀ B Λআ͍ͨ 3 ਓͰߴ͍Ұக཰͕‫ݟ‬ΒΕ. ΔͨΊ, ຊ‫Ͱڀݚ‬΋, ͜ͷ‫ج‬४Λ࢖༻ͨ͠.. ͨ. ର໘ߦಈʹ͓͍ͯ͸͜ͷΑ͏ͳ܏޲͸‫ݟ‬ΒΕͳ͔ͬͨ.. 2.3 ࣮‫֓ݧ‬ཁ. 4. ߟ࡯. ਤ 2 ʹ‫ײ཭ڑ‬ͷఆྔతධՁγεςϜͷ࣮‫֓ݧ‬ཁΛࣔ͢. ࣗ. ๧ࢠΛඃΔ͜ͱ͕Ͱ͖ͳ͍࣮‫ࢀݧ‬Ճऀ͸ΈΒΕͳ͔ͬͨ.. ด঱ࣇͱηϥϐετ͸ϚʔΧΩϟοϓΛ (ਤ 1) ૷ண্ͨ͠. ࣮‫݁ݧ‬Ռ͔Β઀ۙߦಈʹ͍ͭͯ͸ఏҊγεςϜΛ༻͍ͯ‫ܭ‬. Ͱ, ໿ 1 ࣌ؒͷηϥϐʔηογϣϯΛ࣮ࢪͨ͠.4 ໊ͷࣗด঱. ଌՄೳͰ͋Δ͜ͱ͕໌Β͔ʹͳͬͨ. ώϡʔϚϯίʔσΟ. ࣇ͕ຊ࣮‫ࢀʹݧ‬Ճͨ͠. ද 1 ʹ֓ཁΛࣔ͢. શͯͷࢀՃऀ͸. ϯάʹ͍ͭͯ͸৺ཧֶͷઐ໳ՈΑΓ‫Ͱؒऀ࡯؍‬΋͕ࠩग़Δ. உࣇͰ͋Γ, ࣮೥ྸ͸ 4 ͔Β 6 ࡀ, ৽൛ K ࣜൃୡ‫ ࠪݕ‬2001[8]. ͜ͱ͕ଟ͍ͱͷίϝϯτΛಘ͓ͯΓ, ఏҊγεςϜͷਫ਼౓. ʹΑΔൃୡ೥ྸ͸ 2 ͔Β 4 ࡀͰ͋ͬͨ. දதͷ PARS ͸. Ͱ‫ܭ‬ଌՄೳͰ͋Δ͜ͱʹ͸ҙ͕ٛ͋Δͱͷҙ‫ݟ‬Λಘͨ. ͠. Pervasive Development Disorders Autism Society Japan. ͔͠, ର໘ߦಈʹ͍ͭͯ͸ఏҊγεςϜͰͷ‫ܭ‬ଌ͕ࠔ೉Ͱ. Rating Scale [9] ΛɺCARS ͸ Childhood Autism Rating. ͋Δ͜ͱ͕໌Β͔ʹͳͬͨ. ώϡʔϚϯίʔσΟϯάͱͷ. Scale [10] ͷ݁ՌΛ͍ࣔͯ͠Δ. ͜ΕΒ͸ࣗด঱ͷ਍அʹ༻. ൺֱͷ݁Ռ, ଟ͘ͷ৔໘ͰఏҊγεςϜͷ΄͏͕ର໘ߦಈ. ͍ΒΕΔࢦඪͰ͋Δ. ຊ࣮‫ݧ‬͸‫ܚ‬ጯٛक़େֶྙཧ৹ࠪҕһ. ͱ൑அ͢Δಈ࡞ΛਓؒʹΑΔ‫Ͱ࡯؍‬͸ର໘ߦಈͱͯ͠ଊ͑. ձʹΑΔঝೝΛड͚ͨΠϯϑΥʔϜυɾίϯηϯτΛɼ࣮. ΒΕ͍ͯͳ͍͜ͱ͕໌Β͔ʹͳͬͨ. ·ͨ, ࢠ‫ڙ‬ͷܹ͍͠ӡ. ‫ࢀݧ‬Ճऀͷอ‫͔ऀޢ‬Βಘ্ͨͰ։࢝ͨ͠.. ಈʹΑΓ๧ࢠ͕ͣΕ, ਖ਼֬ʹ‫ܭ‬ଌग़དྷͳ͍৔໘΋‫ݟ‬ΒΕͨ,. ఏҊγεςϜͱઐ໳ՈʹΑΔώϡʔϚϯίʔσΟϯάͱ ͷൺֱΛߦ͏ͨΊ, ώϡʔϚϯίʔσΟϯά༻ͷΧϝϥΛ. 2 ୆ઃஔͨ͠. ຊ࣮‫Ͱݧ‬͸༮ࣇͷಈ࡞෼ੳʹ͓͚Δઌߦ‫ݚ‬ ⓒ 2016 Information Processing Society of Japan. 5. ·ͱΊ ຊ‫Ͱڀݚ‬͸, ࣗด঱ࣇͷ‫ײ཭ڑ‬Λఆྔతʹ‫ܭ‬ଌ͢Δ͜ͱ. 2.

(3) Vol.2016-AAC-1 No.12 2016/7/30. ৘ใॲཧֶձ‫ڀݚ‬ใࠂ IPSJ SIG Technical Report ද 1. ඃ‫֓ऀݧ‬ཁ. Table 1 Participant Characteristics Participant. Age. Diagnosis. Handedness. CA. DA. PARS. CARS. A. 4 y, 5 mo.. 1 y, 9 mo.. 21. 36. Lefty Both(Unknown). B. 4 y, 7 mo.. 2 y, 0 mo.. 46. 44. C. 5 y, 8 mo.. 4 y, 0 mo.. 26. 32.5. Righty. D. 3 y, 8 mo.. Unknown. 21. Unknown. Both(Unknown). ද 2 ‫ʹऀ࡯؍‬ΑΔλά෇߲໨. Table 2 Predefined behaviors observed by human coder Behavior Child. Participant approaching to the therapist. Therapist. Therapist approaching to the participant. Avoidong. Child. Participant avoiding (away from) the therapist. Therapist. Therapist avoiding (away from) the participant. Both. Both of them looks each other. Face-to-face. ද 3. Description. Approaching. ઀ۙߦಈʹ͓͚Δ‫࡯؍‬๏ͱఏҊख๏ͷҰக཰. Table 3 Agreement rate between human- and technologybased methods when recording approaching behavior. [4] Participant. Accuracy. Precision. Recall. A. 70%. 48%. 33%. B. 59%. 38%. 51%. C. 70%. 50%. 15%. D. 85%. 68%. 63%. [5]. Λ໨తͱͯ͠, ϞʔγϣϯΩϟϓνϟγεςϜͱϚʔΧʔ ΩϟοϓΛ࢖༻ͯ͠, ରਓ‫཭ڑ‬Λਪఆ͢ΔͨΊͷํ๏͓Α. [6]. ͼϓϩτλΠϓγεςϜΛఏҊͨ͠. ‫ܭ‬ଌ࣮‫ݧ‬ͷ݁Ռʹͭ ͍ͯ, ‫ܭ‬ଌͰ͖ͳ͍࣮‫ࢀݧ‬Ճऀ͕‫ݟ‬ΒΕͳ͔ͬͨ͜ͱ, ·ͨ, ೋऀؒͷ‫ͯؔ͠ʹ཭ڑ‬ઐ໳ՈʹΑΔධՁͱͷҰக͕‫ݟ‬ΒΕ. [7]. ͨ͜ͱ͔ΒఏҊγεςϜͷ༗ޮੑ͕ࣔ͞Εͨͱ͍͑Δ. ͠ ͔͠, ର໘ߦಈͷ‫ܭ‬ଌʹؔͯ͠͸ෆे෼ͳ఺͕‫ݟ‬ΒΕͨ. ‫ڑ‬ ཭‫ײ‬ͷ‫ܭ‬ଌʹ͸ର໘ߦಈͷఆྔԽ͕ෆՄܽͰ͋Δ͜ͱ͔Β, ର໘ߦಈϞσϧͷ࠶ߏஙͱϚʔΧΩϟοϓͷվળΛࠓ‫ޙ‬ͷ. [8]. ՝୊ͱ͍ͨ͠.. [9]. ँࣙ ຊ‫ڀݚ‬͸ JST-CRESTʮιʔγϟϧɾΠϝʔδϯάɿ૑ ଄త‫׆‬ಈଅਐͱࣾձੑ‫ܗ‬੒ࢧԉʯͷࢧԉͷԼʹߦΘΕͨ΋ ͷͰ͋Δ. [10]. ࢀߟจ‫ݙ‬ [1]. [2]. [3]. E. Gessaroli, E. Santelli, G. di Pellegrino and F. Frassinetti: Personal space regulation in childhood autism spectrum disorders, PloS one, 8, 9, p. e74959 (2013). J. Pedersen, M. Livoir-Petersen and J. Schelde: An ethological approach to autism: An analysis of visual behaviour and interpersonal contact in a child versus adult interaction, Acta Psychiatrica Scandinavica, 80, 4, pp. 346–355 (1989). A. L. Rogers and H. J. Fine: Personal distance in. ⓒ 2016 Information Processing Society of Japan. [11]. play therapy with an autistic and a symbiotic psychotic child., Psychotherapy: Theory, Research & Practice, 14, 1, p. 41 (1977). K. Suzuki: Social imaging technology to identify and represent social behaviors, Proceedings of the 2015 ACM International Joint Conference on Pervasive and Ubiquitous Computing and Proceedings of the 2015 ACM International Symposium on Wearable ComputersACM, pp. 907–908 (2015). S. J. Rogers, S. Hepburn and E. Wehner: Parent reports of sensory symptoms in toddlers with autism and those with other developmental disorders, Journal of autism and developmental disorders, 33, 6, pp. 631–642 (2003). S. D. Tomchek and W. Dunn: Sensory processing in children with and without autism: a comparative study using the short sensory profile, American Journal of occupational therapy, 61, 2, pp. 190–200 (2007). Y. Pan, M. Hirokawa and K. Suzuki: Measuring kdegree facial interaction between robot and children with autism spectrum disorders, Robot and Human Interactive Communication (RO-MAN), 2015 24th IEEE International Symposium onIEEE, pp. 48–53 (2015). ੜᖒխ෉ɾদԼ༟ɾத੉ಯ (ฤஶ)ʰ৽൛ K ࣜൃୡ‫ࠪݕ‬ 2001 ࣮ࢪखҾॻʱ‫ࡍࠃ౎ژ‬෱ࢱηϯλʔ (2002). H. Ito, I. Tani, R. Yukihiro, J. Adachi, K. Hara, M. Ogasawara, M. Inoue, Y. Kamio, K. Nakamura, T. Uchiyama, et al.: Validation of an interview-based rating scale developed in japan for pervasive developmental disorders, Research in Autism Spectrum Disorders, 6, 4, pp. 1265–1272 (2012). R. J. R. E. Schopler and B. R. Renner: The childhood autism rating scales (cars), Western Psychological Services, Los Angeles, Calif, USA, (1988). D. DeJaeger, P. A. Willems and N. C. Heglund: The energy cost of walking in children, Pfl¨ ugers Archiv, 441, 4, pp. 538–543 (2001).. 3.

(4) Vol.2016-AAC-1 No.12 2016/7/30. ৘ใॲཧֶձ‫ڀݚ‬ใࠂ IPSJ SIG Technical Report. ਤ 3. ࣮‫ࢀݧ‬Ճऀ A ʹ͓͚Δ઀ۙ‫ͼٴ‬ର໘ߦಈͷ‫ܭ‬ଌ݁Ռ. Fig. 3 Participant A results for approaching and face-to-face behavior. ਤ 4. ࣮‫ࢀݧ‬Ճऀ B ʹ͓͚Δ઀ۙ‫ͼٴ‬ର໘ߦಈͷ‫ܭ‬ଌ݁Ռ. Fig. 4 Participant B results for approaching and face-to-face behavior. ⓒ 2016 Information Processing Society of Japan. 4.

(5)