Power adjustment training system, program, and storage medium

Abstract

To provide a force adjustment training system, a program and a storage medium for enabling a Children with Developmental Disabilities himself or herself to adjust the force adjustment of an operation.SOLUTION: A recording unit configured to store, in association with a power adjustment level, an image in which an emotion of a person is visually recognizable for each range in which the emotion of the person who has received an action from a trainee is the same, and an image in which a changing state of an object captured over a range from a small power adjustment to a large power adjustment of the trainee applied to a training unit is visually recognizable, in a power adjustment training system, the reception of adjustment detection information from a detection means, the display of an image corresponding to the type of operation and corresponding to the power adjustment level of the received adjustment detection information, and the output of sound corresponding to the image are executed in real time according to the progress of the selected type of operation.SELECTED DRAWING: Figure 10

Description

[Technical Field]

[0001] The present invention relates to a force training system, program, and storage medium that can train children with developmental disabilities to use the right amount of force when acting on people or objects in their daily lives. [Background technology]

[0002] Symptoms of developmental disorders include being unable to properly regulate the amount of force used in everyday actions, such as hitting a friend lightly but hitting them too hard and getting into trouble, blowing up a paper balloon with insufficient force and not inflating it properly, pressing a pencil too hard and breaking the lead, or easily breaking things.

[0003] Ways to support children with developmental disabilities who have difficulty controlling their strength include choosing items that are easy for them to use and playing games that stimulate their skin sensations using clay, etc.

[0004] As support for daily life activities, Patent Document 1 discloses a daily life support system that provides a training program to support the improvement of daily life activities of a trainee. The present invention discloses an activity improvement support device comprising a processor configured to: store in advance, for each training index, training indexes defining four types of movements associated with the movements and sequences of at least four stages of human growth and development, reference images of the four types of movements, and a reference score for evaluating the degree of independence achieved by the trainee in a memory unit; when the trainee starts initial training, display a first training program that adopts the basic sequence of the four types of movements on a display unit; determine the achievement score of the trainee by screening acquired movements based on the first training program; display the program on the display unit and store the program in the memory unit for each training index; when the trainee starts continuous training, display a second training program that adopts either the basic sequence or a modified sequence of the four types of movements on the display unit according to the achievement score for each training index; determine the achievement score of the trainee by screening acquired movements based on the second training program; [Prior art documents] [Patent documents]

[0005] [Patent Document 1] Patent No. 6901809 Summary of the Invention [Problem to be solved by the invention]

[0006] Support methods such as selecting items that are easy for children with developmental disabilities to use or playing with them using clay or other materials to stimulate their cutaneous sensations have the problem that children with developmental disabilities are unable to train themselves to perform movements while understanding the strength of their movements.

[0007] The invention of Patent Document 1 is a technology to support daily living activities, but because it is a technology to support the daily lives of elderly people by evaluating and supporting basic human movement patterns such as abdominal pressure, pelvic stability, and trunk stability, there is a problem in that children with developmental disabilities cannot train themselves to move while understanding the strength and intensity of their movements.

[0008] The present invention was conceived in consideration of these problems, and aims to provide a force training system, program, and storage medium that enables children with developmental disabilities to adjust the amount of force they use while understanding the amount of force they are using in their own movements. [Means for solving the problem]

[0009] In the present invention, the amount of force used by a child with a developmental disorder refers to the amount of force used when moving the body, such as the fingers, voice, or feet, and includes, for example, the amount of force used to push with the fingers, the amount of force used to touch with the fingers, the amount of force used to tap with the fingers, the amount of force used to suck, the amount of force used to blow, the amount of force used to make the voice, and the amount of force used to rotate with the fingers.

[0010] The force training system described in claim 1 is a force training system that can train the amount of force used in movements in the daily life of children with developmental disabilities, and comprises an information terminal connected to each other so that they can communicate with each other, and a plurality of training means for each predetermined movement in the daily life that can train the amount of force used, wherein the information terminal comprises a display screen and an information processing unit, and the training means comprises an operation unit operated by the trainee and a detection unit that can detect the amount of force used in the movement, and a memory unit of the information processing unit stores, for each predetermined movement on the training means, an image that shows a visual change in the target to which the movement is applied, in association with the force level of the movement on the training means, and the control unit of the information processing unit displays an image related to the selected predetermined movement on the display screen, and executes operations from receiving force amount information from the detection means provided in the training means in real time in accordance with the movement applied by the trainee to the operation unit of the training means related to the selected predetermined movement, to determining the force level of the force amount information, and displaying an image related to the force level of the determined result on the display screen.

[0011] The force adjustment training system described in claim 2 is the system of claim 1, wherein the predetermined movement is a finger movement, a blowing movement, a sucking movement, a vocalizing movement, or a foot movement.

[0012] The force training system described in claim 3 is characterized in that, in claim 1 or 2, the form of the image associated with the force level of the action is an emotional expression type form that allows the user to visually see the change in the emotion of the person when the action is applied, if the object of the action is a person, or a state change type form that allows the user to visually see the change in the state of the object when the action is applied, if the object of the action is an object.

[0013] The force adjustment training system described in claim 4 is characterized in that, in claim 3, the control unit stores in the memory unit a sound corresponding to the emotional expression or state change of the image, and outputs the sound corresponding to the image when an image associated with a force adjustment level is displayed on the display screen in real time.

[0014] The force control training system described in claim 5 is characterized in that, in claim 4, the control unit of the information processing unit receives and stores force control information from the detection means provided in the training means, and performs a comparative analysis of the time axis of multiple stored force control information related to the same specified movement of the same child with a developmental disorder.

[0015] A program according to a sixth aspect of the present invention is a program for causing a computer of the information terminal to function as each unit included in the force training system according to the fifth aspect of the present invention.

[0016] The storage medium described in claim 7 is a computer-readable storage medium that stores a program for causing the computer of the information terminal to function as each part of the force control training system described in claim 5. [Effects of the Invention]

[0017] The movements of the trainee child with developmental disabilities in daily life include turning with fingers, pushing with fingers, touching with fingers, inhaling with mouth, blowing, stomping with feet, vocalizing, etc., but if the force used in any of these movements of the hands, mouth, feet, etc. is too strong or too weak, it can lead to problems in daily life. The force-control training system of the present invention allows children with developmental disabilities to adjust the force they use while understanding the force of their movements, thereby achieving the effect of enabling autonomous improvement and enabling them to perform movements that do not cause problems in daily life.

[0018] Furthermore, it is difficult to train children with developmental disabilities on the amount of force they should use when touching or tapping people on the shoulders, but the force training system of the present invention has the effect of making it possible to train children on touching people or tapping people on the shoulders. [Brief explanation of the drawings]

[0019] [Figure 1] 1 is a diagram illustrating the configuration of a force control training system according to the present invention. [Figure 2] FIG. 2 is an explanatory diagram of the configuration of an information terminal of the force training system of the present invention. [Figure 3] FIG. 1 is a flow diagram of a force control training system of the present invention. [Figure 4] 1 is an explanatory diagram of a force training system for training the amount of force used to turn a water faucet with the fingers of Example 1, in which (a) is an explanatory diagram of the state before the faucet is turned, (b) is an explanatory diagram of the state after the faucet has been turned slightly, (c) is an explanatory diagram of the state after the faucet has been turned fully, and (d) is an explanatory oblique view of the faucet, which is the training tool. [Figure 5] 10 is an explanatory diagram of the force training system of Example 2 for training the amount of force applied with the fingers, where (a) is an explanatory diagram of the facial expression before the operation, (b) is an explanatory diagram of the facial expression when the amount of force applied is weak, (c) is an explanatory diagram of the facial expression when the amount of force applied is strong, (d) is an explanatory diagram of the facial expression when the amount of force applied is too strong, and (e) is an oblique explanatory diagram of the pressing device, which is the training means. [Figure 6]10A and 10B are explanatory diagrams of a force training system for training the amount of force used to push with hands or feet on an air step pump that inflates air into a swim ring in Example 3, in which (a) is an explanatory diagram of the state before air is pumped in, (b) is an explanatory diagram of the state when the amount of force used to pump air is small, (c) is an explanatory diagram of the state when the amount of force used to pump air is large, and (d) is an oblique explanatory diagram of the air step pump, which is the training means. [Figure 7] 10 is an explanatory diagram of a force training system for training the amount of force used to blow into the blowtorch of Example 4, where (a) is an explanatory diagram of the state before blowing, (b) is an explanatory diagram of the state when the amount of force used to blow into the blowtorch is small, (c) is an explanatory diagram of the state when the amount of force used to blow into the blowtorch is large, and (d) is an oblique explanatory diagram of the straw device, which is the training means. [Figure 8] 10A and 10B are explanatory diagrams of the force training system for training the amount of suction force using a straw in Example 5, where (a) is an explanatory diagram of the state before suction, (b) is an explanatory diagram of the state when suction force is low, and (c) is an explanatory diagram of the state when suction force is high. [Figure 9] 6 is an explanatory diagram of a force training system for training the amount of force used to project a voice when greeting or otherwise speaking in Example 6, in which (a) is an explanatory diagram of the state before the voice is projected, (b) is an explanatory diagram of the state when a quiet voice is projected, (c) is an explanatory diagram of the state when a loud voice is projected, and (d) is an oblique explanatory diagram of the microphone device that is the training means. [Figure 10] 10 is an explanatory diagram of a force training system for training the amount of force used to hit a punching ball in Example 7, in which (a) is an explanatory diagram of the facial expression when not being hit, (b) is an explanatory diagram of the facial expression when lightly tapped, (c) is an explanatory diagram of the facial expression when hit and feeling pain, (d) is an explanatory diagram of the facial expression when hit hard and angry, and (e) is an explanatory perspective view of the punching ball equipment, which is the training means. [Figure 11] 1A and 1B are explanatory diagrams illustrating the relationship between force and images, in which (a) is an explanatory diagram illustrating the relationship between force and images of emotional expression type, and (b) is an explanatory diagram illustrating the relationship between force and images of state change type. DETAILED DESCRIPTION OF THE INVENTION

[0020] The present invention is a force training system 1 that can train children with developmental disabilities in the amount of force they use on people and objects in their daily lives, and supports children with developmental disabilities who are unable to properly adjust the amount of force they use to learn how to adjust the amount of force they use.

[0021] The force control training system 1 of the present invention is a force control training system 1 that can train the force control of movements in daily life of children with developmental disabilities, and comprises an information terminal 2 that is communicably connected to each other, and a plurality of training means 3 that can train the force control for each predetermined movement in daily life, the information terminal 2 having a display screen 4 and an information processing unit 5, the training means 3 having an operation unit 6 operated by a trainee and a detection means that can detect the force control of the movement, and a storage unit 11 of the information processing unit 5 stores, for each predetermined movement for the training means 3, a change in the target to which the movement is applied, and The control unit 10 of the information processing unit 5 displays an image relating to the selected predetermined movement on the display screen 4, and executes processes from receiving force level information from the detection means provided in the training means 3 in real time in accordance with the movement applied to the operation unit 6 of the training means 3 related to the predetermined movement selected by the trainee, to determining the force level of the force level information, and displaying an image relating to the determined force level on the display screen 4.

[0022] The force control training system 1 of the present invention is a force control training system 1 that can train children with developmental disabilities in the amount of force they use in their daily lives, and therefore the trainee is a child with developmental disabilities.

[0023] The predetermined motions are finger motions, blowing motions, inhaling motions, vocalization motions, or foot motions. Finger motions include touching with fingers, pushing with fingers, and tapping with fingers. The predetermined motions include motions toward people in daily life, such as friends and family members, and motions toward objects, such as a faucet.

[0024] The amount of force used when performing the above operations includes, for example, the amount of force used to turn the water faucet 21 with one's fingers, the amount of force used to touch someone with one's fingers, the amount of force used to hit someone with one's fingers, the amount of force used to press the air step pump 41 when inflating a swim ring 42, the amount of force used to suck when drinking water 62 filled in a cup 61 with a straw 53, the amount of force used to blow into the blower 52, the amount of force used to speak to someone in a low or high voice, the amount of force used to step on the air pump with one's foot when inflating a small inflatable swimming pool, etc.

[0025] The force adjustment training system 1 of the present invention comprises an information terminal 2 connected to each other so as to be able to communicate with each other via wire or wirelessly, and training means 3 that can train the adjustment of movement for each predetermined movement in daily life, the information terminal 2 and the training means 3 being connected to each other so as to be able to communicate with each other via wire or wirelessly, and is controlled so that the image displayed on the display screen 4 of the information terminal 2 changes in real time in response to the amount of force applied by the trainee to the training means 3. The trainee is a child with a developmental disability, and the child with a developmental disability applies force to the training means 3 while looking at the display screen 4 of the information terminal 2, and can grasp the effect of applying force in real time, so that the child with a developmental disability can know the effect of applying force and adjust the amount of force by himself.

[0026] In particular, when training in the amount of force to be applied to a friend or other person, it is not possible to train by directly hitting the person with one's fingers multiple times, but by using the force training system 1 of the present invention, it is possible to essentially train when hitting a person with one's fingers by hitting the training means 3 multiple times with one's fingers.

[0027] The information terminal 2 is an information terminal used by the trainee, i.e., the child with developmental disabilities, and is equipped with, for example, a CPU (Central Processing Unit) as the information processing section 5 that controls the force control training system 1 of the present invention. The CPU reads and executes programs to cause each section to perform its respective function.

[0028] As shown in Fig. 1, the information terminal 2 includes the display screen 4 and the information processing unit 5, and as shown in Fig. 2, the information processing unit 5 includes a control unit 10, a memory unit 11, a determination unit 12, an image display unit 13, a transmission / reception unit 14, an audio output unit 15, and an analysis unit 16. The display screen 4 and the information processing unit 5 are connected to each other via a wire so as to be able to communicate with each other, and the information processing unit 5 and a detection means (not shown) of the training means 3 are connected to each other via a wire (wiring 9) or wirelessly so as to be able to communicate with each other.

[0029] The training means 3 enables training of movements toward people or objects that children with developmental disabilities perform in their daily lives, and includes an operation unit 6 and a detection unit. Examples of the training means 3 include a water faucet 21 (operation unit 6) shown in FIG. 4(d) as a training means for opening and closing a water faucet, a pressing device 31 (operation unit 6) shown in FIG. 5(e) as a training means for touching people, an air step pump 41 (operation unit 6) shown in FIG. 6(c) as a training means for inflating a swim ring 42, a straw device 51 (operation unit 6) shown in FIG. 7(d) as a training means for drinking drinking water 62 through a straw 53, a microphone device 81 (operation unit 6) shown in FIG. 9(d) as a training means for speaking, and a punching ball 91 (operation unit 6) shown in FIG. 10(e) as a training means for hitting people. The training means 3 is not limited to the above examples and may be any object that children with developmental disabilities use in their daily lives.

[0030] The detection means is a means for detecting the strength of the movement applied by the trainee to the operating unit 6 of the training means 3, and is provided in the training means 3. Examples of the detection means include a sensor that repeatedly turns on and off at a predetermined rotation angle when rotated, such as a rotary switch, in the case of the water faucet 21 shown in FIG. 4, a pressure sensor in the case of the pressing device 31 shown in FIG. 5, a pressure sensor in the case of the air step pump 41 shown in FIG. 6, an air pressure sensor in the case of the straw device 51 shown in FIG. 7 or FIG. 8, a volume meter in the case of the microphone device 81 shown in FIG. 9, and an acceleration sensor in the case of the punching ball device 91 shown in FIG. 10. The detection means is not limited to the above examples and may be any detection means that can detect the strength of the movement force of the trainee applied to the training means 3. In addition, the detection means is connected to a power source such as a battery.

[0031] The recording unit 11 stores, for each of the predetermined actions on the training means 3, an image that visually shows a change in an object to which force is applied by the action, in association with the force level of the action of the child with developmental disabilities on the training means 3. The form of the image associated with the force level of the action includes, when the object of the action is a person, an emotional expression type image that visually shows a change in the emotion of the person when the action is applied, or, when the object of the action is an object, a state change type image that visually shows a change in the state of the object when the action is applied.

[0032] The image of the emotional expression type will now be described. As shown in FIG. 11(a), within the range of small S to large L of the force level 20 of the movement, a force level range is determined in advance, which is expected to result in the same emotion of a person receiving force from the trainee through some movement, for example, a smiling, crying, or angry facial expression. For example, the force level at the boundary between the smiling range 7a and the crying range 7b is determined, and this boundary force level is set as reference K1. The force level at the boundary between the crying range 7b and the angry range 7c is determined, and this boundary force level is set as reference K2. The image that conveys the person's emotion is then stored in the storage unit 11 in association with the force level. Note that the image that conveys the person's emotion is not limited to the above examples and may be any image that conveys a change in a person's emotion or reaction to the trainee, such as a human face, an animal face, a character's face, a human action, an animal action, or a character action.

[0033] Then, the determination unit 12 determines whether the force level information received by the transmission / reception unit 14 from the detection means provided in the training means 3 falls into, for example, the range 7a, 7b, or 7c, and the image display unit 13 displays an image associated with the force level of the determination result on the display screen 4.

[0034] The state change type images will now be described. As shown in Fig. 11(b), images of the change in an object to which the trainee applies force through some action are captured over a range of small S to large L of the force level 20 of the action, and images taken at approximately equal intervals of the force level over the range of small S to large L of the force level 20 are associated with the force level and stored in the storage unit 11. For example, in Fig. 11(b), images at each of the force level levels T1, T2, T3, T4, T5, T6, etc., which are approximately equal intervals, are stored in the storage unit 11.

[0035] Then, the judgment unit 12 judges which force level the force information received by the transmission / reception unit 14 from the detection means provided in the training means 3 corresponds to, and the image display unit 13 displays an image associated with the force level of the judgment result on the display screen 4.

[0036] In addition, the control unit 10 stores in the memory unit 11 a sound corresponding to the emotional expression or state change of the image, and when the image display unit 13 displays an image associated with a force level on the display screen 4 in real time, it causes the sound output unit 15 to output the sound corresponding to the image.

[0037] In the case of an action on a person, if the force level information from the detection means is determined to be a force level that corresponds to, for example, smile range 7a, an image of a smile is displayed on the display screen 4, and laughter is output from the speaker of the audio means provided in the information terminal 2. In addition, in the case of an action on an object, for example, a water faucet, if the force level information from the detection means is determined to be a small force level, an image corresponding to the force level is displayed on the display screen 4, and the sound of a small amount of water is output from the speaker of the audio means provided in the information terminal 2.

[0038] In addition, the control unit 10 of the information processing unit 5 causes the transmission / reception unit 14 to receive force level information from the detection means provided in the training means 3, causes the memory unit 11 to store the received force level information in association with the date and time of performance, and causes the analysis unit 16 to analyze and compare the time axis of force level information for multiple dates and times of performance for the same specified movement by the same child with a developmental disability.

[0039] Next, a description will be given of a training flow 100 of the force control training system 1. As shown in Fig. 3, the first step is a preparatory step 101 of storing training images of daily life movements. Examples of movements that children with developmental disabilities have difficulty in their daily lives and are unable to properly grasp the amount of force they should use include turning on a water faucet, touching someone with their fingers, inflating a swim ring, drinking juice from a glass with a straw, talking to someone, and gently tapping someone with their fingers. Corresponding images are created for each of these movements, and for each of the predetermined movements on the training means 3, images that visually show the change in the target to which the movement is applied are stored in the memory unit 11 in association with the force level of the movement on the training means 3.

[0040] Next is an action selection step 102. Here, an action to be trained is selected, and the force detection means of the selected training means 3 is connected to the information terminal 2 via wire or wirelessly so as to be able to communicate with each other, and an image related to the selected action is displayed on the display screen 4 of the information terminal 2.

[0041] Next is a force level detection information receiving step 103. When the trainee starts to apply a motion to the operation unit 6 of the training means 3, force level detection information is transmitted in real time to the transmitting / receiving unit 14 from the detection means that detects the force applied by the trainee to the operation unit 6 of the training means 3.

[0042] Next is a real-time image display step 104. The image stored in the recording unit 11 in association with the force applied is displayed on the display screen 4 by the image display unit 14. This allows the trainee child with developmental disabilities to understand in real time the effect of his or her force application, thereby facilitating the adjustment of the force applied. The force application detection information receiving step 103 and the real-time image display step 104 are always executed in real time while the trainee child with developmental disabilities is applying an action to the operation unit 6 of the training means 3.

[0043] Next, examples will be described, but the force control training system 1 of the present invention is not limited to these examples and is a technology that can be applied to all the problems that children with developmental disabilities face in their daily lives.

[0044] First, a first embodiment will be described. As shown in FIG. 4, the first embodiment is a force training system 1 capable of adjusting the force of a turning motion with the fingers. A water faucet 21, which is the operating unit 6 of the training means 3 as shown in FIG. 4(d), is equipped with a handle 24, which is the operating unit 6, and a detection means, such as a rotary switch, that repeatedly turns on and off at predetermined rotation angles when rotated. When the force is small, the rotation angle is small, and when the force is large, the rotation angle is large. Images are then taken at equal rotation angle intervals while a small amount of water is released from an actual water faucet. The relationship between the force level and the rotation angle when turning the actual water faucet once is determined, and the images are stored in the recording unit 11 in association with the force level. As a result, when the water faucet 21 of the training means 3 is turned with a small force, the rotation angle of the handle 24 becomes small and the fluctuation in the amount of water flowing down becomes small, and when the water faucet 21 of the training means 3 is turned with a large force, the rotation angle of the handle 24 becomes large and the fluctuation in the amount of water flowing down becomes large. Also, when the handle 24 of the faucet 21 is turned forward or backward, the amount of water flowing down from the faucet 21 on the display screen 4 can be increased or decreased accordingly. Furthermore, the sound of water 23 flowing down may be stored and output. The image is a state-changing image.

[0045] In the force training system 1 of Example 1, when the trainee is not yet operating the water faucet 21, an image of no water 23 flowing down from the pipe 22 is displayed on the display screen 4 as shown in Figure 4(a), and when the trainee starts to turn the handle 24 of the water faucet 21 of the training means 3, force detection information from the detection means is sent to the transceiver unit 14, and the state-changing form of the image starts to change on the display screen 4. At the start of turning, a small amount of water 23 flows down as shown in Figure 4(b), and when the trainee turns it firmly, a large amount of water 23 flows down as shown in Figure 4(c). The child with developmental disabilities who is the trainee experiences that if the force applied with the fingers is weak, it takes a long time for water 23 to come out of faucet 21, and if the force applied with the fingers is strong, it takes a short time for water 23 to come out of faucet 21, and can learn in real time the relationship between the force applied to turn faucet 21 and the amount of water 23 that flows out, and can adjust the force applied. Also, by making the faucet triangular so that it can be turned with three fingers, it is possible to simultaneously train how to use the fingers when holding chopsticks or a pencil, which require three fingers.

[0046] Next, a second embodiment will be described. As shown in FIG. 5, the second embodiment is a force training system 1 capable of adjusting the force of touching or pressing with fingers. The target of touching or pressing with fingers is assumed to be a friend or other person. As shown in FIG. 5(e), the pressing device 31 of the training means 3 includes a pressing unit 32, which is the operation unit 6, and a detection unit, such as a pressure sensor, for detecting pressure. A face with a human expression is displayed on the display screen 4 according to the magnitude of pressure from the detection unit. The system preliminarily verifies the relationship between the pressure of touching or pressing a person with fingers and the emotions felt. For example, as shown in FIG. 11(a), the system identifies a range of pressure that a person feels is friendly, a range of pressure that a person feels pain, and a range of pressure that a person feels anger. Since these pressures correspond to the force of the trainee's movements, the system divides the force ranges of the movements into ranges, links the divided force ranges of the movements to images of facial expressions corresponding to the ranges, and stores the images in the recording unit 11. Also, sounds corresponding to facial expressions may be linked to the images and stored in the recording unit 11. The images are emotive images.

[0047] In the force training system 1 of Example 2, when the pressing portion 32 is not pressed and no load is applied, a face 33 with a calm expression is displayed on the display screen 4, for example, as shown in Fig. 5(a), and when pressure from a gentle touch with fingers is detected, a face 33 with a happy expression is displayed on the display screen 4, for example, as shown in Fig. 5(b), and when pressure from a strong press with fingers is detected, a face 33 with a sad expression is displayed on the display screen 4, for example, as shown in Fig. 5(c), and when pressure from a strong press with fingers is detected, a face 33 with an angry expression is displayed on the display screen 4, for example, as shown in Fig. 5(d). This allows the trainee to know in real time the relationship between the amount of force used when pressing or touching with fingers and the other person's emotions, and enables them to adjust the amount of force applied.

[0048] Next, a third embodiment will be described. As shown in FIG. 6, the third embodiment is a force training system 1 for adjusting the force applied by fingers, where the object being pushed by the fingers is assumed to be an object. As shown in FIG. 6(c), an air step pump 41 of the training means 3 includes a bellows main body 43 of the operation unit 6 and a pressure detection means, such as a pressure sensor. The force level applied to each push of the air step pump 41 is gradually changed, and images of the inflation of each of the inflatable rings 42 at each force level are stored in the recording unit 11 in association with the force level. The images are state-changing images.

[0049] In the force training system 1 of Example 3, before training, the display screen 4 shows a deflated state of the life ring 42 as shown in Fig. 6(a) for the air step pump 41, and when the air step pump 41 is pressed with a finger, if the force is light, the display screen 4 shows a slightly inflated life ring 42 as shown in Fig. 6(b), and if the force is strong, the display screen 4 shows a fully inflated life ring 42 as shown in Fig. 6(c). This allows the child with developmental disabilities who is being trained to know in real time the relationship between the force used to press the air step pump 41 and the degree of inflation of the life ring 42, and to adjust the force.

[0050] Next, a fourth embodiment will be described. As shown in FIG. 7, the fourth embodiment is a force training system 1 for adjusting the force of blowing into a straw 53, and the target to be blown into is assumed to be an object. A straw device 51, which is the training means 3 as shown in FIG. 7(d), is equipped with a straw 53, which is the operation unit 6, and a detection unit for detecting air pressure, such as a barometric pressure sensor. The force of blowing into the straw 53 is gradually changed, and images of the state in which each of the blowouts 52 extends are captured for each force level and stored in the recording unit 11 in association with the force level. Furthermore, the sound made by the blowouts 52 as they extend may be recorded in the storage unit 11 and output from the audio output unit 15. The images are of a state-changing form.

[0051] In the force training system 1 of Example 4, before the child has blown into the straw 53, the display screen 4 shows the nozzle 52 in a deflated state as shown in Fig. 7(a), and when the child blows lightly into the straw 53, the display screen 4 shows the nozzle 52 not fully extended as shown in Fig. 7(b), and when the child blows firmly with a strong force, the display screen 4 shows the nozzle 52 in a fully extended state as shown in Fig. 7(c). This allows the trainee, a child with a developmental disability, to know in real time the relationship between the amount of force used when blowing and the extension of the nozzle 53, and enables the trainee to adjust the amount of force used.

[0052] Next, a fifth embodiment will be described. As shown in FIG. 8, the fifth embodiment is a force training system 1 for adjusting the force used to suck using a straw 53. The straw device 51 of the training means 3, as shown in FIG. 7(d), includes the straw 53, which is the operation unit 6, and a detection unit for detecting air pressure, such as a barometric pressure sensor. The object to be sucked using the straw 53 is assumed to be drinking water 62 in a cup 61. The force used to suck using the straw 53 is gradually changed, and images showing the state in which the drinking water 62 in each cup 61 decreases for each force level are stored in the recording unit 11 in association with the force level. Furthermore, sounds made when sucking corresponding to the magnitude of the sucking force may be recorded in the storage unit 11 and output from the audio output unit 15. The images are state-changing images.

[0053] In the force training system 1 of Example 5, before sucking with the straw 53, the display screen 4 displays a state in which the cup 61 is full of drinking water 62 as shown in Figure 8(a), and if the force used to suck with the straw 53 is light, the display screen 4 displays a state in which the drinking water 62 has slightly decreased in the cup 61 as shown in Figure 8(b), and if the force used to suck with the straw 53 is heavy, the display screen 4 displays a state in which almost no drinking water 62 remains in the cup 61 as shown in Figure 8(c). This allows the trainee, a child with a developmental disability, to know in real time the relationship between the force used to suck and the amount of decrease in the drinking water 62, and enables the trainee to adjust the force used.

[0054] Next, a sixth embodiment will be described. As shown in FIG. 9, the sixth embodiment is a force training system 1 for adjusting the strength of vocalization, and is intended to speak to a friend or other person. As shown in FIG. 9(d), the microphone device 81 of the training means 3 includes a microphone 82, which is the operation unit 6, and a detection means for detecting the volume of sound, such as a sound volume meter. A face with a human-like expression is displayed on the display screen 4 according to the volume of sound from the detection means. The relationship between the volume of a voice and the emotions felt by a person upon hearing the sound is verified in advance, and a range of voice volumes that a person feels is identified, including a range of voice volumes that a person feels is friendly, a range of voice volumes that a person feels is noisy, and a range of voice volumes that a person feels is angry. Since the voice volumes correspond to the strength of the trainee's vocal muscle movements, the range of strength of the movement is divided, and the divided ranges of strength of the movement are linked to images of facial expressions corresponding to the ranges, and the images are stored in the recording unit 11. Also, sounds corresponding to facial expressions may be linked to the images, stored in the recording unit 11, and output from the audio output unit 15. The images are in an emotional expression format.

[0055] In the force training system 1 of Example 6, when the trainee is not making any sound, a calm-looking face 83 is displayed on the display screen 4, as shown in Fig. 9(a), for example, and when a low level of force and a soft-spoken voice volume are detected, a happy-looking face 83 is displayed on the display screen 4, as shown in Fig. 9(b), for example, and when the force increases a little and a loud voice volume that can be considered noise is detected, a face 83 with hands 84 covering its ears and asking the trainee to stop is displayed on the display screen 4, as shown in Fig. 9(c), for example. This allows the trainee, a child with a developmental disability, to know in real time the relationship between the amount of force used by the muscles when making their own sound and the emotions of the other person, and enables them to adjust the amount of force they use.

[0056] Next, a seventh embodiment will be described. As shown in Fig. 10, the seventh embodiment is a force training system 1 for adjusting the force of hitting with fingers, and the target to be hit with fingers is assumed to be a person such as a friend. A punching ball device 91 of the training means 3 as shown in Fig. 10(e) is provided with a punching ball 94, which is the operation unit 6, and a detection means such as an acceleration sensor 92 that detects the force applied when the punching ball 94 is hit. A face with a human expression is displayed on the display screen 4 according to the magnitude of acceleration corresponding to the magnitude of the force from the detection means. The correlation between the acceleration when touching or hitting someone with fingers and the emotions felt is verified in advance, and the range of acceleration in which a person feels a friendly touch, the range of acceleration in which a person feels pain, and the range of acceleration in which a person feels anger are found, as shown in FIG. 10(a), for example. Since these accelerations correspond to the force of the trainee's hitting action, the ranges of force are divided, and the divided ranges of force are linked to images of facial expressions corresponding to the ranges and stored in the recording unit 11. Also, sounds corresponding to the facial expressions may be linked to the images and stored in the recording unit 11. The force information from the acceleration sensor 92 is wirelessly transmitted to the information terminal 2. The images are in an emotional expression format.

[0057] In the force training system 1 of Example 7, when the punching ball 94 is not being hit with fingers, a calm-looking face 93 is displayed on the display screen 4, for example, as shown in Fig. 10(a), and when the acceleration of a state in which the punching ball 94 is being gently touched with fingers is detected, a happy-looking face 93 is displayed on the display screen 4, for example, as shown in Fig. 10(b). When the acceleration of a state in which the punching ball is being hit hard with fingers is detected, a sad-looking face 93 is displayed on the display screen 4, for example, as shown in Fig. 10(c). When the acceleration of a state in which the punching ball is being hit hard with fingers is detected, an angry-looking face 93 is displayed on the display screen 4, for example, as shown in Fig. 10(d). This allows the child with developmental disabilities who is the trainee to know in real time the relationship between the amount of force used when hitting with fingers and the emotion of the other person, and to adjust the amount of force used.

[0058] Next, the computer of the information terminal 2 is provided with a program for causing the computer to function as each unit of the force control training system 1.

[0059] Next, the information terminal 2 includes a computer-readable storage medium that stores a program for causing the computer of the information terminal 2 to function as each unit of the force control training system 1. [Explanation of symbols]

[0060] 1. Force training system 2. Information terminal 3 Training methods 4 Display screen 5. Information Processing Section 6 Control section 7a, 7b, 7c range 9 Wiring 10 Control Unit 11 Storage section 12 Judgment section 13 Image display section 14 Transmitter / Receiver 15 Audio output section 16 Analysis Department 20. Strength 21 Faucet 22 Pipe 23 water 24 Handle 31 Pressing equipment 32 Pressing section 33 Face 41 Air Step Pump 42 swim ring 43 Bellows main body 51 Straw Equipment 52 blowpipe 53 Straw 61 Cup 62 Drinking water 81 Microphone Equipment 82 Mike 83 Face 84 moves 91 Punching Ball Equipment 92 Acceleration Sensor 93 Face 94 Punching Ball 100 Flow Diagram 101 Training Image Memory Steps 102 Action Selection Step 103 Force detection information reception step 104 Real-time image display steps K-criteria L large S small

Claims

1. A force training system that can train children with developmental disabilities to use force in their daily lives, The device comprises information terminals connected to each other so as to be able to communicate with each other, and a plurality of training means for training the amount of force applied to each predetermined movement in daily life, the information terminal comprises a display screen and an information processing unit, the training means includes an operation unit operated by a trainee and a detection means capable of detecting the strength of the operation, storing, in the storage unit of the information processing unit, an image showing a visual change in a target to which the action is applied for each of the predetermined actions on the training means, in association with a force level of the action on the training means; a control unit of the information processing unit, displaying an image relating to the selected predetermined action on the display screen; in real time in accordance with the motion applied to the operation unit of the training means related to the predetermined motion selected by the trainee, A force training system characterized by performing operations from receiving force level information from the detection means provided in the training means, determining the force level of the force level information, and displaying an image associated with the force level of the determined result on the display screen.

2. 2. The force training system according to claim 1, wherein the predetermined movement is a finger movement, a blowing movement, a sucking movement, a vocal movement, or a foot movement.

3. The form of the image associated with the force level of the movement is If the target of the action is a person, an emotional expression form that visually shows a change in the person's emotion when the action is applied, or 3. The force control training system according to claim 1, wherein when the object of the action is an object, the state of the object is changed visually by the action.

4. The control unit storing a sound corresponding to an emotional expression or a state change of the image in the storage unit; 4. The force training system according to claim 3, wherein when an image associated with a force level is displayed on the display screen in real time, the sound corresponding to the image is output.

5. a control unit of the information processing unit, The force control system according to claim 4, characterized in that it receives and stores force control information from the detection means provided in the training means, and performs a comparative analysis of the time axis of multiple stored force control information relating to the same specified movement of the same child with a developmental disorder.

6. A program for causing the computer of the information terminal to function as each unit of the force control training system according to claim 5.

7. A computer-readable storage medium storing a program for causing the computer of the information terminal to function as each unit of the force control training system according to claim 5.

Images