## 1 Introduction  
Our lives have become more accommodating and improved as technology advances rapidly, and these changes affect people from all walks of life. Besides improving general aspects of human life, some research teams also focus on improving the quality of life for people with functional diversity. These advances are intended to benefit these individuals. In recent years, advances in robotics and artificial intelligence (AI) have allowed social assistive robots (SARs) to become increasingly capable of helping and assisting humans in a variety of different environments and conditions. As outlined in [1], SARs are robots that provide assistance through social mechanisms rather than physical ones. A number of studies have been conducted on SARs and the interaction between humans and robots in relation to cognitive and social skills [2; 3; 4; 5]. In 1988, the first documented robotic-assisted surgical procedure was performed with a robotic arm and a computerized tomography (CT) scanner for a CT-guided brain tumor biopsy [6]. Since then, technological advancements have greatly increased trust in robot capabilities and they have helped people with both their mental and physical needs [7; 8; 9; 10]. Generally, SARs are utilized for the following purposes: caring for humans, performing domestic duties, carrying out human tasks or assisting in the performance of human tasks, enhancing education systems, and assisting in the provision of medical care. Based on [PERSON] et al. 's [11] analysis, social robots are primarily companions, providing pleasure, entertainment, role models, buddies for playing and learning, and coaches for providing information and demonstrating exercises. As part of the development of SARs, one of the focus areas is the provision of assistance to people with neurodevelopmental disorders (NDDs) with their activities of daily living (ADLs). It is estimated that 74% of Spanish citizens, older than 6, with disabilities have difficulty performing ADLs [12], and prevalence rates of NDDs range from 4 to 13% in school-age children depending on the country [13; 14; 15]. These difficulties often continue into late adolescence and adulthood [16], so it is important to assist them in overcoming their limitations and learning or reinforcing their skills in performing ADLs. According to [PERSON] et al. [17], children with NDDs can benefit from interacting with and learning from robots in a more engaging and social way. It was found that SARs assisted kids in attaining learning objectives, engaging in learning activities, and interacting with others as a result of this study. In this work, we propose the first study of a technical validation for an assistive robotic platform, which has been designed to assist people with neurodevelopmental disorders in enhancing ADL learning. This platform is referred to as LOLA2 and it is based on an artificial intelligence application that is intended to support the learning and reinforcement of daily living activities by people with disabilities. Figure 1 shows an overview of the action monitoring process with LOLA2 and users with NDDs. Our robot is equipped with an online action detection module, which allows real-time monitoring of the actions that users are performing during interventions with the platform. Those with NDDs of all ages can benefit from this work in learning or reinforcing their daily living skills. Our robot is equipped with an intuitive graphical user interface that enables users or their responsible professionals to choose the ADLs they wish to learn or practice. Upon activating the AI-based action detection application, they can begin performing the requested action in front of the robot. A report containing the details of the action monitoring process can be reviewed by the responsible professional following each session to assess the user's progress. The main contributions of this paper are:  
* We introduce the novel robotic platform called LOLA2. It is an improved version of our previous assistive platform LOLA [18].