THE USE OF ORANGE CANVAS PROGRAM TO ANALYZE

THE PERFORMANCE OF CHILDREN WITH CONGENITAL

BLINDNESS IN THE PLANNED CODES SUBTEST ADAPTED

Felipe Pulcherio

Neurolab, Instituto Benjamin Constant, Rio de Janeiro, Brazil

Carla Verônica M. Marques, Carlo Oliveira E. S. de Oliveira

Faculdade de Medicina, UFRJ, NCE -UFRJ, Rio de Janeiro, Brazil

Maria M. D. Poyares, Eloisa Saboya

Neurolab, Instituto Benjamin Constant, Rio de Janeiro, Brazil

Lidiane F. Silva

NCE – UFRJ, Rio de Janeiro, Brazil

Keywords: Orange canvas, Planned codes, Congenital blindness, Neuropsychological assessment.

Abstract: At Laboratory of Cognitive Neuropsychology of the Benjamin Constant Institute (NEUROLAB-IBC) was

realized a study aiming at exploiting the cognitive component and a possible clinical guidelines of children

with congenital blindness from the adaptation of Planned Codes subtest of Das and Naglieri and the use of

artificial intelligence laboratory Orange Canvas of the University of Ljubljana. Due to the scarcity of

neuropsychological tests that assess brain function in congenital blind children in Brazil, Planned Codes

provided satisfactory scenery and needed to adapt to the reality of the applicator and children, containing,

therefore, features tactile, visual and translated into Portuguese. Moreover, the high-tech offered by Orange

Canvas program, favored the possibility of completely automating the entire subtest. The sample consisted

of 59 congenital blind children which are students of Specialized School, where 32 realized the whole

subtest being 2 of 7 years old and 28 from 8 to 12 years old. To validate this study, was made a clustering of

data inherent to the subtest with predictions drawn from behavioral analysis of children, through the Orange

Canvas, where it was confirmed the effectiveness of that procedure in clustering the data associated with the

predictions suggested. From the children performance, opens itself an intervention and creation field of

neuropedagogical strategies computerized to improve the cognitive processing of congenital blind children.

1 INTRODUCTION

The shortage of Brazilian studies related to human

cognition area in congenital blind children, makes

this field promising for psychological and

technology science to explore. The cognitive science

involves many disciplines and one thing in common:

the study of intelligence. As a consequence, after the

initiative of researching on human intelligence,

many theories have been produced including the

highlighting research of Alexander Luria Romanov

on the brain cognitive functions and organization. In

this work, published in 1973, he proposes three main

units of the brain function: the functional unit which

regulates the cortical tonus, the gait and mental

states, the functional unit to receive and analyze

information stored and the programming, regulation

and verification of the activity functional unit.

Okuhata and collaborators (2007), in the studies

based on the Electroencephalogram (EEG) results,

486

Pulcherio F., M. Marques C., Oliveira E. S. de Oliveira C., Poyares M., Saboya E. and Silva L..

THE USE OF ORANGE CANVAS PROGRAM TO ANALYZE THE PERFORMANCE OF CHILDREN WITH CONGENITAL BLINDNESS IN THE

PLANNED CODES SUBTEST ADAPTED .

DOI: 10.5220/0003128604860492

In Proceedings of the International Conference on Health Informatics (HEALTHINF-2011), pages 486-492

ISBN: 978-989-8425-34-8

 2011 SCITEPRESS (Science and Technology Publications, Lda.)

suggest that Luria has successfully captured the

brain activity in three distinct functional units, and

ultimately support the view that there are three

functional units working on cooperation for a variety

of activities.

Deriving from Luria studies, Das and Naglieri

developed a theory, where information processing is

seen as something dynamic, possessing different

cognitive skills. This theory suggests four processes

involved in the information processing: Planning,

Attention, and the Simultaneous and Successive

Processing called the (PASS) theory. Based on this,

the same authors created the Cognitive Assessment

System, CAS (Das & Naglieri, 1997). This test,

according to Das and Naglieri, 1997, measures

intelligence as a limited range of multiple skills, as

well as the Cognitive Abilities Woodcock-Johnson

Tests (Woodcock & Johnson, 1977), the

Intelligence Scale Stanford-Binet, Fourth Edition

(SB. IV, Thorndike, Hagen, & Sattler, 1986), the

Differential Abilities Scale (Das, Elliot, 1990), the

WISC-III (Wechsler, 1991) and the WAIS-III

(Wechsler, 1997).

The present study reports the cognitive

evaluation analysis in congenital blind children

according to their ability to create strategies for

problems presented, thus, setting the table that

occurs during the planning process. This process

works with the cognitive control, intentionality and

self-regulation to achieve a goal (Das & Naglieri,

1997). As a pioneer exploration of this type of class,

this work aims at developing of cognition

exploration in blind children with the help of the

artificial intelligence laboratory Orange Canvas

University of Ljubljana (2004) and the Planned

Codes subtest from the Das and Naglieri (1997)

Cognitive Assessment System battery test.

According to Das and Naglieri (1997), planning

is a mental process whereby the individual

determines, selects, applies and evaluates solutions

to problems, in what it is thought as a cause-effect

relationship between two actions within a specific

time window, inhibiting prepotent responses,

forming goals and performing activities. Moura and

Correa (1997) report that Alexander Luria proposes

a new brain organization and cognitive functions

model through of a study with brain injured patients.

Accordingly, Das (1980) points to the idea presented

by Luria, in which the brain could be divided into

three blocks. One of these blocks would be

responsible for developing plans and action

programs, beyond the regulation and control of

human behavior. He also reveals that this unit would

contain the frontal lobe.

An adjustment for the visually impaired of

Planned Codes subtest was used to assess this

construct of cognitive functioning. Thus, the use of

this subtest intends to measure and verify how the

child develops a plan of action, implements it,

considers whether their objectives were achieved

and how one modifies their action plans, should the

need arise (Das & Naglieri, 1997 apud Cruz, 2007).

This was possible, because this subtest allows the

children to decide how they want to accomplish the

task within the shortest time possible (Haddad,

2004).

The artificial intelligence laboratory Orange

Canvas is a machine learning and data mining, i. e.,

a collection of modules based on the Python

programming language which are located on a core

library and performs a feature in which the time

fulfillment is not crucial. Through this program, a

core objects library and programming sets

instructions designed to perform routines, it was

made a clustering of data inherent in the adapted

subtest and predictions obtained by the children`s

behavioral analysis.

Visually impaired population studies, offers two

new opportunities for the computer contribution

advance in the context of cognition and

neuropsychological assessment. In a first moment

the computing environments advance for processing

information allows the researchers easier access for

non-specialist meta-heuristic treatment (heuristic

method for solving general optimization problems)

database. A second opportunity lies in the possibility

of creating applications that allow automated access

of this population to a service evaluation and

prognosis of their cognitive ability.

In both cases, the visual deficient offers a

significant differential of the scientific research

property. That difference lies at the cognitive level

with morphogenetic channels preponderance which

are the means of organism transmission and

 The Python language was chosen to develop this program,

because it is considered at high level and contains different

paradigms programming such as object-oriented programming,

structured programming and some elements of functional

programming, being possible the use of more appropriate

paradigm to solve the problem. This makes Python unique,

because the quality of the code is more readable, more compact,

easier to maintain and to reuse it. It requires fewer lines, does not

require prior declaration of the type of variables and neither a

cycle of build. This gives to the programme the possibility of

being executed immediately and still having portability. Many

programs developed in this language does not have any restriction

on Linux and Windows platforms. (http://www.python.org.br/

wiki, accessed in March of 2010).



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formation according to Seminério (1984). This

author gets to this theory through the English school

distinction in 20

century, where intelligence is

compared to energy and it is distributed in two areas,

the verb-educational area and practical performance

area. Based on this classical duality, Seminério

deepens this perspective and, based on

anthropological and psychophysiological data,

verified that in human nature, the proximity senses

(smell, touch and taste) show retraction signs while

sight and hearing accuse expansion when related to

their kinesthetic. It is also noted, that, throughout the

phylogeny, two channels involving afferent and

efferent pathways became specific to the superior

mental development activity, the visual-motor

channels and the audio-phonetic channels. The first

is the mean of transmitting and processing

information that connects visual perception and

motor action with their feedback executable on the

environment covered by the vision. The second is

the mean of transmitting information that links the

perception of the auditory environment and the

motor organization action to the speech phonemes

perception and motor production (Seminério, 1984).

The predominance of audio-phonetic channels in

visually impaired drives the heuristics to a faster

convergence, eliminating arising interference from

visual-motor channel. This same feature sets the

immediate automation process applicability of this

procedure, since this population will benefit from

the prognostics offered by the applicative towards

the cognitive evolution direction.

2 OBJECTIVE

This paper aimed to assess the congenital blind

children cognition in relation to cognitive valence,

planning and proposing a computerized process as a

whole and not just as statistical analysis. The use of

the laboratory Orange Canvas allowed not only

standardized evaluation, but also a prognostic

assessment, which enables, depending on the

prognosis confirmation, a cognitive disabilities

classification that have influenced in the child's

performance, as reported by Pendley, Myers and

Brown (2004 ) by claiming that CAS may indicate

Disorder Attention Deficit Hyperactivity Disorder

(ADHD). This allows a more objective and effective

treatment, besides allowing the advance in the

Planned Codes subtest administration as a whole, an

administration fully computerized to automate the

application and evaluation of subtest.

Therefore this study intended to classify visually

impaired children in possible clinical situations from

the results generated by laboratory Orange Canvas.

The researcher made prognostics based on

behavioral observation of each child generating a

total of seven forecasts. From this, the statistical

program grouped the data inherent to the Planned

Codes subtest with the prognostics generated by the

researcher. With the efficiency of such an analysis, it

also aimed a possible adaptation of the computerized

subtest as a whole so that more data were computed

with greater precision.

3 METHODS

3.1 Participants

The sample consisted in 59 visually impaired

children from 7 to 12 years old, in which 32 realized

the entire subtest. 19 boys (being 7 children from 7

to 9 years old and 12 children from 10 to 12 years)

and 13 girls (being 5 children from 7 to 9 years and

8 children from 10 to 12 years), students from

kindergarten to the 6th year of Elementary School,

who are attending the Specialized School of

Benjamin Constant Institute in Rio de Janeiro.

According to the information sheet of the children,

they belong to the underclass.

Figure 1: Sample Data.

3.2 Material

The Planned Codes subtest and its administration

were adapted to the reality of both the researcher and

the visually impaired. Therefore, it started

containing tactile and visual features, besides the

translation into Portuguese and the receipt to the

tested person.

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The original subtest consisted of four pages, in

which two are referring to item 1 and two to item 2.

On the first page of each item there is an example

and a line for the child to practice before fulfilling

the activity. In the second page of each item, on the

bottom, there are seven rows and eight columns of

letters without their codes. The top of each page

contains the correlation between letters and the

corresponding encodings. Thus, in the first item the

correlation between letters and codes is A = OX, B =

XX, C = OO, D = XO, and in the second item the

correlation is A = XO, B = OO, C = XX and D =

OX. Another difference between the items is given

on the second page at the bottom of each item on the

arrangement of the boxes with the letters: while in

the first item all the letters (A, B, C and D) are

arranged vertically and there are eight ABCDABCD

columns, in the second item the letters are arranged

according a diagonal pattern, in which each diagonal

is formed by a sequence of the same letter.

The first step in the adaptation of the subtest was

the translation into Portuguese. Then, the visual

stimuli, as proposed in the original model were

replaced by tactile stimuli, so that the test would fit

to the children population with visual impairments.

The subtest Key Book leaves were transformed into

four plates (with the dimensions of 460 mm x 360

mm) containing a page of paper and another of

thermoform (pellicle PVC that has an elevation

which is detected tactually) on each plate. The

contours around the columns were partially

transformed into thermoform and in graphic printing

writing - "ink" - in the background visually

recognized). The letters (A, B, C and D) were both

converted to "ink", in the background, and in Braille,

on the surface. Codes present on the top of each

page (OX, OO, XX and XO), within the boxes they

were also printed in thermoform and in "ink".

This adaptation was made not only for blind

children, but also for the researcher to recognize the

letters or the symbols. In the paper part, there were

four boxes with letters and their codes in "ink" for

the applicator. Inside of each box there was a letter

on the top, right below it a horizontal line and once

again below it two codes separated by a vertical line.

In the PVC pellicle, there were the same four boxes

with their letters and respective codes, but in braille,

for the visual impaired, in which, within each box

represented by a square, at the top there was a letter,

right below it an elevation indicating an horizontal

line and below this line, the two symbols without the

division in the middle.

The test physical adaptation had two models, the

first was adequately reliable to the original test with

lumps in each row and column, but the children got

confused groping the last letter code with the first

code of the next letter. Also, in the first model, on

the second plate of every item, the bottom (in which

the children would have to grope the letters in

Braille and tell their codes), there were horizontal

lines in high embossed what would influence

children to a horizontal reading, from left to right

from top to bottom and there would be no formation

of strategies for solving the test. Therefore, it was

necessary to readapt the plates, in which the vertical

elevations located in the middle boxes and the

horizontal lines situated on the second plate of each

item, at the bottom were removed.

3.3 Procedures

The Planned Codes subtest was administered

individually to each one of the congenital blind

children. The subtest adaptation also occurred in the

application procedure, but without compromising

the original characteristics.

At first, there was the conduction of the child to

the room application, who set on a chair and answer

about some personal info (name, age, date of birth,

school level). Then, it was explained to the child in a

playful and detailed way, what she was doing there

and how to undertake the test. After that, it was said

to the child that he would play a game in which he

had to be as fast as possible. The first plate was

presented, the sample A, was picked up by the

child's hands, led him to explore the entire plate

asking him to say everything that was being

tactually perceived. When performing the Example

A and having identified that there were two codes

for each letter, they passed to item 1 and it was

repeated t the child to perceive all the plate and be as

fast as possible during the subtest, and at the end of

each item, to report what strategy did he used. The

same was done also during the Sample B and item 2,

drawing attention to the inversion of the symbols on

the second step.

Despite the guidelines, there were no cases of

timeout less than 180 seconds as the subtest for

children who sees. It was decided, then, for the no

stipulation of a time limit because of the study

pioneer and absence of previous parameters to fix an

average. The tactile perception is slower than the

visual and this is the main explanation for the fact

the children had presented a high rate in the timing.

3.4 Proposal Automation

With the goal of automating the entire process of

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neuropsychological assessment, two studies for a

new Planned Codes adaptation subtest were

developed. The first is based on input and output of

information via Augmented Reality (AR), in which

the computer acts as disseminator and receiver of

information via webcam from the perceived

movements. The second is via Augmented Reality

on input and output via voice command, where the

computer is the vector of information and receiver of

responses via verbalization. We opted for the first

method, because the technology is already under

construction and eliminates the process of training

voice, in other words, adequacy of the machine to

the vocal tone of each sample subject that is

necessary for the second method.

Therefore, the computed adaptation is idealized

as follows: the visually impaired will be exposed to

a wooden board containing subdivisions into several

squares. There will be a camera connected to this

object with the function of capturing the movements

made by the blind child on the board surface to the

computer. These movements will represent the codes

referents to each subtest letter. The visually impaired

have to touch the center of the square to find out

which letter matches it, because the camera will pick

up the position of the finger and will return, with

synthesized speech, the letter in question. The codes

for each letter will have specific senses and

direction, because there will be an internal

configuration in the software in which each square

vertex will receive an identification, i.e., when the

sense will be forward, top to bottom, left to right and

the direction will be the sum of a horizontal with a

vertical, has itself a diagonal to the right and this

will indicate the code "X"; when the felt will be

back, top to bottom, right to the left and the direction

will be the subtraction of a horizontal with a vertical,

has itself a diagonal to the left and this will indicate

the code "O". Figure 2 illustrates the structure of the

automated adaptation.

x = y + 1h + 1v (X)

o = y – 1h + 1v (O)

During the instructions, the original subtest

processes will remain, before each item there will be

an example so there is no doubt over the two

following items. And besides, in four squares

located above will be the four boxes with their

letters and their codes that, when touched, the

synthesized voice of the computer will say whatever

requested. This whole procedure will be reported, as

well as the explanation that the beginning of each

response should start by one of the edges above the

square and by putting your finger in the center of the

square, the computer will inform the corresponding

letter. That is, in the four boxes situated above,

which serve as an aid in case of forgetting the

answer. If you touch one of the upper extremities of

the square, the computer will tell what are next

directions, in order to obtain the correct answers.

Figure 2: Wooden board containing subdivisions into

several squares and a camera.

4 RESULTS

The analysis consisted in the grouping of raw scores,

weighted scores, times in the item 1, times in the

item 2 and prognostics, which the researcher

produced during the subtest application phase, with

the help of statistical program Orange Canvas. Such

predictions were categorized into seven levels:

standard (0), lack of attention (1), tiredness (2),

agitation (3), motor and speech difficulty (4)

difficulty of understanding (5), impatience (6) and

non-realization of the subtest (7); which received

numbers for statistical purposes.

Using the Orange Canvas program, it verified the

correlation between variables inherent to the subtest

and prognostics, in which their veracity was

checked. The scatterplot tool observed the linear

grouping of subjects in relation to the raw score

(abscissa axis) and the weighted score (ordinate

axis) according to the classified prognostics, figure

3. The results indicated the standard and lack of

attention prognostics had a cluster in specific regions

of tiredness, agitation, motor difficulty and on

speech, difficulty of understanding and impatience,

clustered between the two pertinent prognostics.

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Figure 3: Scatterplot graph, where prog = 0 (standard),

prog = 1 (lack of attention), prog = 2 (tiredness), prog = 3

(restlessness), prog = 4 (motor and speech difficulty), prog

= 5 (difficulty comprehension), prog = 6 (impatience),

prog = 7 (absent).

Figure 4: Classification Tree Graph.

The Classification Tree Graph was also used, in

which a diagram was traced with the prognostic and

its relation with all the variables above. According to

figure 4, it was found that 23 of the 32 participants

are in a same classification (having a gross score ≥

94 500 and time in the item 2 ≥ 64 500), in which

there were 17 subjects classified as standard, one as

lack of attention, another as tiredness, two as

agitation, one as motor and speech difficulty and

another as impatience. The other nine participants

were a group in which five were in ratings of lack of

attention, 2 in difficulty of understanding and 2 in

impatience, where the raw score was ≤ 94 500 and

the time in the item 2 was ≥ 64 500. From this latter

group was derived two more, in which there were

three in lack of attention and two in impatience (raw

score ≤ 94 500, time in item 1 ≤ 482 500 and time in

item 2 ≥ 64 500), and the other had two of

inattention and 2 as lack of comprehension (raw

score ≤ 94 500, an item on time and time ≥ 482 500

≥ 64 500 in item 2).

5 DISCUSS

From these results it is noticed that the cognitive

planning of these children is to be encouraged for a

better utilization and better intellectual training.

Some of the points are to be used to substantiate this

assertion are the fact of conditioning in reading

(from left to right, top to bottom) and the excess in

the chronological count, even with the guidance to

be as fast as possible. However, according to

Haddad, F. A. (2004), Planned Codes subtest

measures, in fact, planning and not the processing

speed. E Naglieri, J. A. (1999) rejected the criticism

made to the planning subtests as speed tests, saying

that the data involving the use of strategies and do

no correlation with the conduct of speed tests such

as the task of having to be simple, involving little or

non thought and the fact that there was no use of

strategies or anything more than repeating the same

act as soon as possible. Therefore there was no

significant loss as to the original proceedings,

because the children continued having to develop

strategies of better resolution to identify letters and

their codes. This adaptation keeps maintaining the

characteristics of the subtest that is to measure the

cognitive valence, planning, because it does not take

away the need to develop strategies for its

resolution, i.e., to exploit the full spatial field for the

cognitive artifices formulation.

It can be concluded, also, that the prognosis

"lack of attention" was precise; which supports the

hypothesis that CAS can trace compatible profiles

with Deficit Disorder and Hyperactivity

(PENDLEY, MYERS & BROWN, 2004). Studies

on the relationship between CAS and the cognitive

dysfunction indication have been held. Van Luit,

Kroesbergen and Naglieri (2005) conducted a study

comparing performance of Dutch children with and

without ADHD with the performance of American

children with and without ADHD. The findings

showed that children with ADHD in both countries,

showed relatively low scores on Planning and

Attention scales of the CAS, although median scores

in the Simultaneous and Successive scales.

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6 CONCLUSIONS

The study demonstrates the weakness in researches

aimed at exploiting blind children's cognitive in

Brazil and a very prosperous area for research by

cognitive sciences such as psychology and

computing. This study reported a small but

significant, influence of both sciences in

neuropsychological development, in principle, and a

future investment in neuropsychological research

fully computerized for better coverage of data and

facilities provided by computation for the advance in

education cognitive and the formulation of possible

neuropedagogic interventions.

7 FUTURE WORK

The process of adapting the CAS to the public of the

visual impaired until the produced results showed us

how the adaptation of a test for a different audience

is laborious, because changes do not only occur in

the physical structure of the instrument, but also in

the language and method application. However, the

whole adaptive process can not detract from the

original proposal, and needs to be as reliable as

possible. From this conjecture, I suggest the

proposal for a future work, that is, to automate this

whole adapted subtest process , in other words, we

are proposing to develop a software, through which

the webcam, can capture the movements of the blind

student's finger on a concrete surface in high relief,

reproducing on the computer screen the circle and /

or 'X' shown by students in this area, giving a return,

on the synthesized voice, about what was run by

students, and this process will be stored internally in

database of the system to prepare the evidentiary

findings.

To develop this program, we are counting on

infrastructure (computers and space) of GINAPE

(Group Information Technology Applied to

Education) of NCE / UFRJ, Federal trainees of the

College Peter II and support of faculty of PPGI /

UFRJ. We will use the Python language and libraries

available on the website: www.hitl.washington.edu/

artoolkit/.

We are confident that this program will assist the

applicator in the production of systematic results, it

will also provide a larger sample and, finally, it will

be an encouragement for visually impaired people

performing the subtest in a dynamic, interactive and

better adapted to their needs.

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