@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}
}

@article{Freeth2011364,
title = {Brief report: How adolescents with ASD process social information in complex scenes. Combining evidence from eye movements and verbal descriptions},
author = {M Freeth and D Ropar and P Mitchell and P Chapman and S Loher},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-79956006659&doi=10.1007%2fs10803-010-1053-4&partnerID=40&md5=35b5c8dd813f7eab2963b27081f11e78},
doi = {10.1007/s10803-010-1053-4},
issn = {01623257},
year = {2011},
date = {2011-01-01},
journal = {Journal of Autism and Developmental Disorders},
volume = {41},
number = {3},
pages = {364-371},
abstract = {We investigated attention, encoding and processing of social aspects of complex photographic scenes. Twenty-four high-functioning adolescents (aged 11-16) with ASD and 24 typically developing matched control participants viewed and then described a series of scenes, each containing a person. Analyses of eye movements and verbal descriptions provided converging evidence that both groups displayed general interest in the person in each scene but the salience of the person was reduced for the ASD participants. Nevertheless, the verbal descriptions revealed that participants with ASD frequently processed the observed person's emotion or mental state without prompting. They also often mentioned eye-gaze direction, and there was evidence from eye movements and verbal descriptions that gaze was followed accurately. The combination of evidence from eye movements and verbal descriptions provides a rich insight into the way stimuli are processed overall. The merits of using these methods within the same paradigm are discussed. © Springer Science+Business Media, LLC 2010.},
note = {cited By 21},
keywords = {Adolescent, Article, Association, Attention, Autism, Child Development Disorders, Children, Clinical Article, Controlled Study, Cues, Emotion, Eye Fixation, Eye Movement, Eye Tracking, Female, Gaze, Human, Intelligence Quotient, Male, Mental Function, Mental Health, Perception, Pervasive, Photic Stimulation, Photostimulation, Priority Journal, Psychological Aspect, School Child, Social Aspect, Social Perception, Stimulus Response, Verbal Communication, Vision, Visual Perception, Visual Stimulation},
pubstate = {published},
tppubtype = {article}
}

@article{Sheppard2010504,
title = {Brief report: Driving hazard perception in autism},
author = {E Sheppard and D Ropar and G Underwood and E Van Loon},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-77954458984&doi=10.1007%2fs10803-009-0890-5&partnerID=40&md5=f0036a737ebb461359baf1bd8b388b23},
doi = {10.1007/s10803-009-0890-5},
issn = {01623257},
year = {2010},
date = {2010-01-01},
journal = {Journal of Autism and Developmental Disorders},
volume = {40},
number = {4},
pages = {504-508},
abstract = {This study investigated whether individuals with ASD (autistic spectrum disorders) are able to identify driving hazards, given their difficulties processing social information, Klin et al. (Archives of General Psychiatry 59: 809-816, 2002). Twenty-three adult males with ASD and 21 comparison participants viewed 10 video clips containing driving hazards. In half of the clips the source of the hazard was a visible person (social); in the other half the source was a car (non-social). Participants with ASD identified fewer social hazards than the comparison participants (U = 163.00},
note = {cited By 42},
keywords = {Adolescent, Adult, Article, Association, Autism, Autism Spectrum Disorders, Automobile Driving, Car Driving, Case-Control Studies, Clinical Article, Controlled Study, Hazard Assessment, Human, Information Processing, Intelligence Quotient, Male, Mental Health, Motor Dysfunction, Neuropsychological Tests, Perception, Photic Stimulation, Priority Journal, Reaction Time, Social Perception, Traffic Accident, Traffic Safety, Visual Impairment, Visual Perception, Visual Stimulation, Young Adult},
pubstate = {published},
tppubtype = {article}
}