List of Publications
There are numbers of autism related research can be found in Malaysia that generally focus on the ASD, learning disorder, communication aids, therapy and many more. The list of publications is provided below:
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2017 |
Shminan, A S; Adzani, R A; Sharif, S; Lee, N K 2018-January , Institute of Electrical and Electronics Engineers Inc., 2017, ISBN: 9781538607657, (cited By 1). Abstract | Links | BibTeX | Tags: Autism, Autism Spectrum Disorders, Behavioral Disabilities, Diseases, Drones, E-learning, Human Computer Interaction, Intervention, Mobile Based Learning, Mobile Computing, Parents, Surveys, Systems Analysis, Technology Transfer, User Interface Designs, User Interfaces @conference{Shminan201749, title = {AutiPECS: Mobile based learning of picture exchange communication intervention for caregivers of autistic children}, author = {A S Shminan and R A Adzani and S Sharif and N K Lee}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85050617137&doi=10.1109%2fICONDA.2017.8270398&partnerID=40&md5=67a6c94341aa3b530fede19c93a63d81}, doi = {10.1109/ICONDA.2017.8270398}, isbn = {9781538607657}, year = {2017}, date = {2017-01-01}, journal = {1st International Conference on Computer and Drone Applications: Ethical Integration of Computer and Drone Technology for Humanity Sustainability, IConDA 2017}, volume = {2018-January}, pages = {49-54}, publisher = {Institute of Electrical and Electronics Engineers Inc.}, abstract = {The aim of this study is to develop and assess a mobile-based learning concerning the Picture Exchange Communication (PECS) for Autism Spectrum Disorder (ASD) children's caregivers. Being an inexpensive intervention, the PECS has been proposed by other parents who have practised it on their children with non-verbal and behavioral disabilities. The underlying motivator for this mobile application is to guarantee that autistic children can have a better alternative intervention through the PECS approach so that they would not rely on the therapist a great deal or go to the autism center which is often costly. This mobile application elaborates on the user requirements which include PECS introduction, the characteristics, initial preparations, strategies and the activities. Instructional System Design (ISD) functions as the methodologies that help create the mobile-based learning. The system design has five stages namely the analysis, design, development, implementation and evaluation. These stages are better known as ADDIE which ensure the user to attain the goals of the instruction for the entire process. To examine the content and the user interface design for this mobile application, a formative evaluation was conducted which was aided by the usability testing by questionnaires and short instructed interviews. With the application of the ADDIE principles and guideline of Human-Computer Interaction (HCI), the best combination of causes of the AutiPECS had been developed properly. In sum, this research has achieved the objectives. The content had been assessed by the expert, and the caregivers know how to adopt D.I.Y concepts as they are working on the learning materials. Future works may also be able to take more advantage of the AutiPECS 2.0 version where they can develop the mobile-based learning of PECS in the extended content and pay more attention to more specific case studies so that the caregivers know how to use PECS with the special children everyday. © 2017 IEEE.}, note = {cited By 1}, keywords = {Autism, Autism Spectrum Disorders, Behavioral Disabilities, Diseases, Drones, E-learning, Human Computer Interaction, Intervention, Mobile Based Learning, Mobile Computing, Parents, Surveys, Systems Analysis, Technology Transfer, User Interface Designs, User Interfaces}, pubstate = {published}, tppubtype = {conference} } The aim of this study is to develop and assess a mobile-based learning concerning the Picture Exchange Communication (PECS) for Autism Spectrum Disorder (ASD) children's caregivers. Being an inexpensive intervention, the PECS has been proposed by other parents who have practised it on their children with non-verbal and behavioral disabilities. The underlying motivator for this mobile application is to guarantee that autistic children can have a better alternative intervention through the PECS approach so that they would not rely on the therapist a great deal or go to the autism center which is often costly. This mobile application elaborates on the user requirements which include PECS introduction, the characteristics, initial preparations, strategies and the activities. Instructional System Design (ISD) functions as the methodologies that help create the mobile-based learning. The system design has five stages namely the analysis, design, development, implementation and evaluation. These stages are better known as ADDIE which ensure the user to attain the goals of the instruction for the entire process. To examine the content and the user interface design for this mobile application, a formative evaluation was conducted which was aided by the usability testing by questionnaires and short instructed interviews. With the application of the ADDIE principles and guideline of Human-Computer Interaction (HCI), the best combination of causes of the AutiPECS had been developed properly. In sum, this research has achieved the objectives. The content had been assessed by the expert, and the caregivers know how to adopt D.I.Y concepts as they are working on the learning materials. Future works may also be able to take more advantage of the AutiPECS 2.0 version where they can develop the mobile-based learning of PECS in the extended content and pay more attention to more specific case studies so that the caregivers know how to use PECS with the special children everyday. © 2017 IEEE. |
2016 |
Azahari, I N N A; Ahmad, W F W; Jamaludin, Z; Hashim, A S The design of mobile social application for children with autism Conference Institute of Electrical and Electronics Engineers Inc., 2016, ISBN: 9781509051342, (cited By 3). Abstract | Links | BibTeX | Tags: Autism Spectrum Disorders, Children with Autism, Diseases, Education, Emotion, Heuristic Evaluation, Information Science, Interaction Skills, Learning, Mobile Applications, Mobile Computing, Social Aspect, Social Networking, Social Sciences, Social Skills, Teaching, User Interfaces @conference{Azahari2016547, title = {The design of mobile social application for children with autism}, author = {I N N A Azahari and W F W Ahmad and Z Jamaludin and A S Hashim}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85010289959&doi=10.1109%2fICCOINS.2016.7783274&partnerID=40&md5=01592bfdb74208829ff0599447ad9e42}, doi = {10.1109/ICCOINS.2016.7783274}, isbn = {9781509051342}, year = {2016}, date = {2016-01-01}, journal = {2016 3rd International Conference on Computer and Information Sciences, ICCOINS 2016 - Proceedings}, pages = {547-552}, publisher = {Institute of Electrical and Electronics Engineers Inc.}, abstract = {Autism is a neural syndrome that complicates the growth of mind, producing challenging result in communicating, social interaction, and impairment in behaviour. Since there is no cure for autism, prompt interventions and effective educational exercises allow children to achieve massive improvement. During the teaching and learning process, children with autism require particular consideration and attention. Thus, with the implementation of information technology in special education, the teaching and learning process could to become more efficient. Struggle in social interaction skill is known as one of the main drawback encountered by children with autism. Therefore, a mobile social application is proposed to help the children to develop social interaction skills. Nonetheless, this paper only deliberates on the design phase mobile application development. It is developed for children with medium functioning Autism Spectrum Disorder (ASD) who are learning basic interaction skills. The application's design phase implements the results from the analysis phase, which has concluded earlier. Five evaluators were involved in the heuristic evaluation, in order to enhance the user interface of the mobile social application. The outcomes from the evaluation conclude that all evaluators has agreed with all heuristics. Not to mention, beneficial recommendations were also achieved from the evaluation. The future work of this paper will be the development phase of the mobile social application. © 2016 IEEE.}, note = {cited By 3}, keywords = {Autism Spectrum Disorders, Children with Autism, Diseases, Education, Emotion, Heuristic Evaluation, Information Science, Interaction Skills, Learning, Mobile Applications, Mobile Computing, Social Aspect, Social Networking, Social Sciences, Social Skills, Teaching, User Interfaces}, pubstate = {published}, tppubtype = {conference} } Autism is a neural syndrome that complicates the growth of mind, producing challenging result in communicating, social interaction, and impairment in behaviour. Since there is no cure for autism, prompt interventions and effective educational exercises allow children to achieve massive improvement. During the teaching and learning process, children with autism require particular consideration and attention. Thus, with the implementation of information technology in special education, the teaching and learning process could to become more efficient. Struggle in social interaction skill is known as one of the main drawback encountered by children with autism. Therefore, a mobile social application is proposed to help the children to develop social interaction skills. Nonetheless, this paper only deliberates on the design phase mobile application development. It is developed for children with medium functioning Autism Spectrum Disorder (ASD) who are learning basic interaction skills. The application's design phase implements the results from the analysis phase, which has concluded earlier. Five evaluators were involved in the heuristic evaluation, in order to enhance the user interface of the mobile social application. The outcomes from the evaluation conclude that all evaluators has agreed with all heuristics. Not to mention, beneficial recommendations were also achieved from the evaluation. The future work of this paper will be the development phase of the mobile social application. © 2016 IEEE. |
Hussain, A; Abdullah, A; Husni, H; Mkpojiogu, E O C Interaction design principles for edutainment systems: Enhancing the communication skills of children with autism spectrum disorders Journal Article Revista Tecnica de la Facultad de Ingenieria Universidad del Zulia, 39 (8), pp. 45-50, 2016, ISSN: 02540770, (cited By 24). Abstract | Links | BibTeX | Tags: Autism Spectrum Disorders, Children, Communication Skills, Diseases, Education, Edutainment, Interaction Design, Spectrum Analysis, User Interfaces @article{Hussain201645, title = {Interaction design principles for edutainment systems: Enhancing the communication skills of children with autism spectrum disorders}, author = {A Hussain and A Abdullah and H Husni and E O C Mkpojiogu}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84996550833&doi=10.21311%2f001.39.8.06&partnerID=40&md5=bf024285ea24b4d1eb8fc6938cbcf5d6}, doi = {10.21311/001.39.8.06}, issn = {02540770}, year = {2016}, date = {2016-01-01}, journal = {Revista Tecnica de la Facultad de Ingenieria Universidad del Zulia}, volume = {39}, number = {8}, pages = {45-50}, publisher = {Revista Tecnica de la Facultad de Ingeniera}, abstract = {Owing to deterioration in communication, approximately 50% of individuals diagnosed with Autism face challenges in developing functional languages. To assist these individuals become more relaxed and comfortable during these activities, installed educational games on mobile devices can be used. Although there are many new mobile applications available for individuals with Autism, they are difficult to use; particularly in terms of user-interface design. An analysis of existing apps developed for children with autism shows that app design principles are projected according to interaction design (IxD) which fulfills the users? requirements in a more efficient way. The analysis involved five applications and pointed out fifteen suggestions regarding the design principles. This paper presents the suggested recommendations for the design and development of prototype apps for autistic children. It introduces edutainment systems design principles, which are designed to assist in the development of communication skills in children diagnosed with Autism-spectrum disorders.}, note = {cited By 24}, keywords = {Autism Spectrum Disorders, Children, Communication Skills, Diseases, Education, Edutainment, Interaction Design, Spectrum Analysis, User Interfaces}, pubstate = {published}, tppubtype = {article} } Owing to deterioration in communication, approximately 50% of individuals diagnosed with Autism face challenges in developing functional languages. To assist these individuals become more relaxed and comfortable during these activities, installed educational games on mobile devices can be used. Although there are many new mobile applications available for individuals with Autism, they are difficult to use; particularly in terms of user-interface design. An analysis of existing apps developed for children with autism shows that app design principles are projected according to interaction design (IxD) which fulfills the users? requirements in a more efficient way. The analysis involved five applications and pointed out fifteen suggestions regarding the design principles. This paper presents the suggested recommendations for the design and development of prototype apps for autistic children. It introduces edutainment systems design principles, which are designed to assist in the development of communication skills in children diagnosed with Autism-spectrum disorders. |
Kamaruzaman, Muhamad Fairus; Rani, Nurdalilah Mohd; Nor, Harrinni Md; Azahari, Mustafa Halabi Haji Developing user interface design application for children with autism Inproceedings Minas, M (Ed.): FUTURE ACADEMY MULTIDISCIPLINARY CONFERENCE ICEEPSY & CPSYC & ICPSIRS & BE-CI, pp. 887-894, ELSEVIER SCIENCE BV, SARA BURGERHARTSTRAAT 25, PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS, 2016, ISSN: 1877-0428, (Future Academy Multidisciplinary Conference ICEEPSY / CPSYC / icPSIRS / BE-ci, Istanbul, TURKEY, OCT 13-17, 2015). Abstract | Links | BibTeX | Tags: Autism, Numeracy, Touchscreen Apps, Touchscreens, User Interfaces @inproceedings{ISI:000387478700110, title = {Developing user interface design application for children with autism}, author = {Muhamad Fairus Kamaruzaman and Nurdalilah Mohd Rani and Harrinni Md Nor and Mustafa Halabi Haji Azahari}, editor = {M Minas}, url = {https://pdf.sciencedirectassets.com/277811/1-s2.0-S1877042816X00031/1-s2.0-S1877042816000471/main.pdf?X-Amz-Security-Token=IQoJb3JpZ2luX2VjEAoaCXVzLWVhc3QtMSJHMEUCIQDX%2BoHBMNbChV37L15Woytljkj14WMLIK%2FbAb5zqTi%2BwwIgaWMGTLfMjgmdJWwK%2BQNFpL7qf%2BnBVscEXbCj2Do07fsqtAMIcxADGgwwNTkwMDM1NDY4NjUiDG90ZORznV2vFrrTXiqRA74ZVolqbCUFCNTqvggpHPdk7ki3VfA4zAOLjMQczrMxhPNRX97BnjjlalHUhZpOQ9MGlOFCcE3xK%2BepptiDZxPR91%2BbXZQWWhjCtZyt3p%2FskhhKKCJJE2Wobiuw0sHfydwGowy68ODKfyBJVxw93lzRti9PxQRgGaUG2t6Ju7zq9UKwsk%2FErTCWZQrk%2BjcyFanJpy5fiFAKdjOSDSBls4Cb4o8fCkNmrb7tZVwTf1ne4Dfzn0BkdO1g23HEsYeTK0%2BUOsauUq%2F1%2F%2BW3soGiB4Q4TGiUR04lRMQVVNdjMmrInvIOtKC9RQ23JLlxNFDtESBr8MNnIy3orVlnkcggxrnMj%2FaBnKn5%2FguIQ79EwvO0C0XaBZBFWehy7TaBDnNGm3y8ibvv6ZgSZ0tyr6KIsFY%2Bk18N%2FwuFK4IMeNZ0XnY3YmRK3mxWM3Z2UEL4WqEn4Cs65aFcQOa%2B9AOFabu%2F%2BrAI7UZVZmWPdpzjCeyJMX617GbIsqx6yRYMQXl5TTMlHhAE7NLCZhuVU1bSFmCB8NLvMOfm3fYFOusBRaUFZmHZczmF%2FD%2FWjBPqSNevHuEb43BmGGPCWB5ZPK%2BRcwD7%2BrLvtok%2F732eW7rBBBjcoPjFewQZDge0yLhiMcjpC3Xm0CECVGt87J0TjtcBX1%2B%2Fc59iiVEsE%2Fj7LIAuDhyLS6UT%2B6BDtGfMyXLDfOQUa5UnSYeMKf91VgzhshKMA07QWHFhyWAIxdBlPy7IR9MFvEtHYhyBuRgMyTtLkWa6SqsQ3FEcdWC40TgGEBmOYMvq4%2FjvGMvYebL8OGGz212UKLPQ9G%2Bi4JK4I8cwt%2FYNbdleTzcbu8%2FLhHFsaPTnt3OafkdV0%2Fo9tg%3D%3D&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20200603T113331Z&X-Amz-SignedHeaders=host&X-Amz-Expires=300&X-Amz-Credential=ASIAQ3PHCVTYQ43DF7JC%2F20200603%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Signature=0eb1c8270cb2f4c5e83cf4c2ddb045a879ef46233b6d93f1da1c4319e059fbc8&hash=33f23bd0a4879171b5ded3434b520c1fd930076bd9b5bc1da176731aac571cc3&host=68042c943591013ac2b2430a89b270f6af2c76d8dfd086a07176afe7c76c2c61&pii=S1877042816000471&tid=spdf-a5ebdb4a-8fd7-4efe-8828-7a8603fba6eb&sid=233beaf1712ca3410b898ab8a955e0798a8fgxrqb&type=client}, doi = {10.1016/j.sbspro.2016.02.022}, issn = {1877-0428}, year = {2016}, date = {2016-01-01}, booktitle = {FUTURE ACADEMY MULTIDISCIPLINARY CONFERENCE ICEEPSY & CPSYC & ICPSIRS & BE-CI}, volume = {217}, pages = {887-894}, publisher = {ELSEVIER SCIENCE BV}, address = {SARA BURGERHARTSTRAAT 25, PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS}, series = {Procedia Social and Behavioral Sciences}, abstract = {The usage of touchscreen-assistive technology in the 21st century seems very promising. There has been a rapid rise in interest regarding the use of touchscreen assistive technology as an intervention and interdisciplinary research field for children with autism. Inventing and designing a touchscreen-assistive application for children with autism is a delicate process as designing technologies for groups of individual with profiles other than one's own is always challenging where the life worlds and lived experience are far removed from the experience of typical individual. Participatory design process that has been conducted with children with autism earlier in the study has led towards the invention of touchscreen-assistive learning numeracy apps (TaLNA). The application is focusing on basic numeracy and calculation to support teaching and learning. User interface design has been used as a baseline in establishing the TaLNA apps. It is a complement from the traditional approaches such as call cards and cue cards which being applied at the touchscreen devices. The TaLNA apps is believe assist parents, teachers, and instructors to train and educate the children with autism while growing their engagement and interest in learning. It is a hope with the establishment of this application, they will be able to learn, memorize and recognize the numbers through the animated and interactive learning application. Thus, this research paper discusses the user interface design process of forming TaLNA in assisting the teaching of basic calculations to children with autism. (C) 2016 Published by Elsevier Ltd.}, note = {Future Academy Multidisciplinary Conference ICEEPSY / CPSYC / icPSIRS / BE-ci, Istanbul, TURKEY, OCT 13-17, 2015}, keywords = {Autism, Numeracy, Touchscreen Apps, Touchscreens, User Interfaces}, pubstate = {published}, tppubtype = {inproceedings} } The usage of touchscreen-assistive technology in the 21st century seems very promising. There has been a rapid rise in interest regarding the use of touchscreen assistive technology as an intervention and interdisciplinary research field for children with autism. Inventing and designing a touchscreen-assistive application for children with autism is a delicate process as designing technologies for groups of individual with profiles other than one's own is always challenging where the life worlds and lived experience are far removed from the experience of typical individual. Participatory design process that has been conducted with children with autism earlier in the study has led towards the invention of touchscreen-assistive learning numeracy apps (TaLNA). The application is focusing on basic numeracy and calculation to support teaching and learning. User interface design has been used as a baseline in establishing the TaLNA apps. It is a complement from the traditional approaches such as call cards and cue cards which being applied at the touchscreen devices. The TaLNA apps is believe assist parents, teachers, and instructors to train and educate the children with autism while growing their engagement and interest in learning. It is a hope with the establishment of this application, they will be able to learn, memorize and recognize the numbers through the animated and interactive learning application. Thus, this research paper discusses the user interface design process of forming TaLNA in assisting the teaching of basic calculations to children with autism. (C) 2016 Published by Elsevier Ltd. |
2015 |
Shamsuddin, S; Yussof, H; Mohamed, S; Hanapiah, F A; Ainudin, H A Telerehabilitation Service with a Robot for Autism Intervention Conference 76 , Elsevier B.V., 2015, ISSN: 18770509, (cited By 11). Abstract | Links | BibTeX | Tags: Anthropomorphic Robots, Autism Intervention, Autism Spectrum Disorders, Children with Autism, Diseases, Graphical User Interfaces, Humanoid Robot, Intelligent Control, Rehabilitation Robotics, Rehabilitation Services, Robotics, Robots, Smart Sensors, Telerehabilitation, User Interfaces, Web-Based @conference{Shamsuddin2015349, title = {Telerehabilitation Service with a Robot for Autism Intervention}, author = {S Shamsuddin and H Yussof and S Mohamed and F A Hanapiah and H A Ainudin}, editor = {Miskon M F Yussof H.}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84962815885&doi=10.1016%2fj.procs.2015.12.306&partnerID=40&md5=4a12a2e573a30ee0d1e87c85bee226d7}, doi = {10.1016/j.procs.2015.12.306}, issn = {18770509}, year = {2015}, date = {2015-01-01}, journal = {Procedia Computer Science}, volume = {76}, pages = {349-354}, publisher = {Elsevier B.V.}, abstract = {Though studies on robot-mediated intervention for children with autism have gained momentum in recent years, not much work has been done to help therapists to have on-line access to robot programs. Telerehabilitation is an efficient solution to overcome barriers of access, remote locations, lack of autism therapists and cost in the delivery of rehabilitation services. In this study, a telerehabilitation system is developed to help therapists to concentrate fully on the intervention and not in robot programming. Robot scenarios are created based on consultation with clinicians and therapists and are available in the system via a website, with user-friendly graphical user interface (GUI). A survey with 15 therapists was carried out to get feedback on the system's usability. 80% of therapists agree that their overall first-time experience in using the telerehabilitation website was good.}, note = {cited By 11}, keywords = {Anthropomorphic Robots, Autism Intervention, Autism Spectrum Disorders, Children with Autism, Diseases, Graphical User Interfaces, Humanoid Robot, Intelligent Control, Rehabilitation Robotics, Rehabilitation Services, Robotics, Robots, Smart Sensors, Telerehabilitation, User Interfaces, Web-Based}, pubstate = {published}, tppubtype = {conference} } Though studies on robot-mediated intervention for children with autism have gained momentum in recent years, not much work has been done to help therapists to have on-line access to robot programs. Telerehabilitation is an efficient solution to overcome barriers of access, remote locations, lack of autism therapists and cost in the delivery of rehabilitation services. In this study, a telerehabilitation system is developed to help therapists to concentrate fully on the intervention and not in robot programming. Robot scenarios are created based on consultation with clinicians and therapists and are available in the system via a website, with user-friendly graphical user interface (GUI). A survey with 15 therapists was carried out to get feedback on the system's usability. 80% of therapists agree that their overall first-time experience in using the telerehabilitation website was good. |
Banire, B; Jomhari, N; Ahmad, R Visual Hybrid Development Learning System (VHDLS) Framework for Children with Autism Journal Article Journal of Autism and Developmental Disorders, 45 (10), pp. 3069-3084, 2015, ISSN: 01623257, (cited By 7). Abstract | Links | BibTeX | Tags: Article, Attention, Autism, Autism Spectrum Disorders, Children, Computer Interface, Education, Education of Intellectually Disabled, Educational Model, Feedback System, Female, Human, Learning, Male, Models, Occupational Therapist, Preschool, Preschool Child, Priority Journal, Procedures, Psychology, Quality of Life, Treatment Duration, User Interfaces, Visual Hybrid Development Learning System, Visual Stimulation @article{Banire20153069, title = {Visual Hybrid Development Learning System (VHDLS) Framework for Children with Autism}, author = {B Banire and N Jomhari and R Ahmad}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84941942795&doi=10.1007%2fs10803-015-2469-7&partnerID=40&md5=3c5ecc776725aea4e585e17a1ae805c7}, doi = {10.1007/s10803-015-2469-7}, issn = {01623257}, year = {2015}, date = {2015-01-01}, journal = {Journal of Autism and Developmental Disorders}, volume = {45}, number = {10}, pages = {3069-3084}, publisher = {Springer New York LLC}, abstract = {The effect of education on children with autism serves as a relative cure for their deficits. As a result of this, they require special techniques to gain their attention and interest in learning as compared to typical children. Several studies have shown that these children are visual learners. In this study, we proposed a Visual Hybrid Development Learning System (VHDLS) framework that is based on an instructional design model, multimedia cognitive learning theory, and learning style in order to guide software developers in developing learning systems for children with autism. The results from this study showed that the attention of children with autism increased more with the proposed VHDLS framework. © 2015, Springer Science+Business Media New York.}, note = {cited By 7}, keywords = {Article, Attention, Autism, Autism Spectrum Disorders, Children, Computer Interface, Education, Education of Intellectually Disabled, Educational Model, Feedback System, Female, Human, Learning, Male, Models, Occupational Therapist, Preschool, Preschool Child, Priority Journal, Procedures, Psychology, Quality of Life, Treatment Duration, User Interfaces, Visual Hybrid Development Learning System, Visual Stimulation}, pubstate = {published}, tppubtype = {article} } The effect of education on children with autism serves as a relative cure for their deficits. As a result of this, they require special techniques to gain their attention and interest in learning as compared to typical children. Several studies have shown that these children are visual learners. In this study, we proposed a Visual Hybrid Development Learning System (VHDLS) framework that is based on an instructional design model, multimedia cognitive learning theory, and learning style in order to guide software developers in developing learning systems for children with autism. The results from this study showed that the attention of children with autism increased more with the proposed VHDLS framework. © 2015, Springer Science+Business Media New York. |
2010 |
Sudirman, ; Saidin, S; Safri, Mat N Study of electroencephalography signal of autism and down syndrome children using FFT Conference 2010, ISBN: 9781424476473, (cited By 15). Abstract | Links | BibTeX | Tags: Alpha Value, Autism, Down Syndrome, EEG Signals, Electroencephalography, Electrophysiology, Fast Fourier Transforms, Industrial Electronics, Metadata, User Interfaces, Visual Evoked Potential, Visualization @conference{Sudirman2010401, title = {Study of electroencephalography signal of autism and down syndrome children using FFT}, author = {Sudirman and S Saidin and N Mat Safri}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-79251542066&doi=10.1109%2fISIEA.2010.5679434&partnerID=40&md5=17fce4f69b27a3cc644f36c118b6ec6e}, doi = {10.1109/ISIEA.2010.5679434}, isbn = {9781424476473}, year = {2010}, date = {2010-01-01}, journal = {ISIEA 2010 - 2010 IEEE Symposium on Industrial Electronics and Applications}, pages = {401-406}, abstract = {Electroencephalography (EEG) signal between normal and special children is slightly different. Different types of special children will generate different shape of EEG patterns depend on their neurological function. This paper demonstrates the classification of EEG signal for special children: to determine and to classify level and pattern of EEG signal for autism and Down syndrome children. EEG signal was recorded and captured from normal and special children based on their visual response using Visual Evoked Potential (VEP) method. The data is analyzed using Fast Fourier Transform (FFT), so that, normal and special children can be distinguished based on alpha (α) value. As a result, alpha value for normal children at 10 Hz is higher than autism and Down syndrome children. A friendly user interface was built for easy storage and visualization. ©2010 IEEE.}, note = {cited By 15}, keywords = {Alpha Value, Autism, Down Syndrome, EEG Signals, Electroencephalography, Electrophysiology, Fast Fourier Transforms, Industrial Electronics, Metadata, User Interfaces, Visual Evoked Potential, Visualization}, pubstate = {published}, tppubtype = {conference} } Electroencephalography (EEG) signal between normal and special children is slightly different. Different types of special children will generate different shape of EEG patterns depend on their neurological function. This paper demonstrates the classification of EEG signal for special children: to determine and to classify level and pattern of EEG signal for autism and Down syndrome children. EEG signal was recorded and captured from normal and special children based on their visual response using Visual Evoked Potential (VEP) method. The data is analyzed using Fast Fourier Transform (FFT), so that, normal and special children can be distinguished based on alpha (α) value. As a result, alpha value for normal children at 10 Hz is higher than autism and Down syndrome children. A friendly user interface was built for easy storage and visualization. ©2010 IEEE. |