@article{Khowaja2019c,
title = {A systematic review of modalities in computer-based interventions (CBIs) for language comprehension and decoding skills of children with autism spectrum disorder (ASD)},
author = {K Khowaja and S S Salim and A Asemi and S Ghulamani and A Shah},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85062722488&doi=10.1007%2fs10209-019-00646-1&partnerID=40&md5=7ff6d03104bfe1e04f6b069b265f671a},
doi = {10.1007/s10209-019-00646-1},
issn = {16155289},
year = {2019},
date = {2019-01-01},
journal = {Universal Access in the Information Society},
publisher = {Springer Verlag},
abstract = {This paper presents a systematic review of the literature on the modalities used in computer-based interventions (CBIs) and the impact of using these interventions in the learning, generalisation, and maintenance of language comprehension and decoding skills for children with autism spectrum disorder (ASD), ending with an appraisal of the certainty of evidence. Despite the importance of both skills in the reading comprehension and overall learning, a limited number of studies have been found. These include seven studies on language comprehension and seven studies on decoding. The shortlisted studies were analysed and a very limited number of modalities were found to have been used; text, graphics, audio, video, and mouse movement are used in all the studies and are termed basic modalities. Statistical analysis was also conducted on three parameters: (1) outcome of the study; (2) generalisation; and (3) maintenance. The analysis showed that CBIs were effective in facilitating these children’s learning; there was a significant improvement in the performance of children from the baseline to during and the post-intervention period. The analysis of generalisation has revealed positive results, indicating that the children were able to transfer information to a different setting or situation. Positive results are also noted from the analysis of maintenance, which indicate that the children retained information following the withdrawal of intervention. The combination of teachers’ instructions and CBI has provided better results than using either of them separately. This study has discovered 23 potential modalities and 2 potential CBIs including serious games and virtual learning environments that can be explored for language comprehension and decoding skills. © 2019, Springer-Verlag GmbH Germany, part of Springer Nature.},
note = {cited By 2},
keywords = {Augmented Reality, Autism Spectrum Disorders, Children with Autism, Computer Aided Instruction, Decoding, Diseases, Language Comprehensions, Maintenance, Mammals, Multi-Modal Interfaces, Post Interventions, Reading Comprehension, Serious Games, Spectrum Analysis, Transfer Information, Virtual Learning Environments, Virtual Reality},
pubstate = {published},
tppubtype = {article}
}

@article{Hasan2018705,
title = {Vertical ground reaction force gait patterns during walking in children with autism spectrum disorders},
author = {C Z C Hasan and R Jailani and N M Tahir and H M Desaa},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85048945706&doi=10.5829%2fije.2018.31.05b.04&partnerID=40&md5=74e349f0b128bc46da82f21d0e484d77},
doi = {10.5829/ije.2018.31.05b.04},
issn = {1728144X},
year = {2018},
date = {2018-01-01},
journal = {International Journal of Engineering, Transactions B: Applications},
volume = {31},
number = {5},
pages = {705-711},
publisher = {Materials and Energy Research Center},
abstract = {The characteristics of vertical ground reaction force (VGRF) gait patterns in children with autism spectrum disorders (ASD) are poorly understood. The purpose of this study was to identify VGRF gait features that discriminate between children with ASD and the peer control group. The VGRF data were obtained from 30 children with ASD and 30 normal healthy children aged 4 to 12 years. A three-dimensional motion analysis system with eight cameras and two force plates were used to collect VGRF data while subjects performed self-selected speed of barefoot walking. Parameterization techniques were applied to VGRF waveforms to extract the VGRF gait features. Mean significant differences between the two groups were tested using independent samples t-test and Mann-Whitney U test. Significant group differences were found for four VGRF gait features. Results indicated that children with ASD exhibited a significant reduction of the second peak of VGRF, earlier relative time to the occurrence of the second peak of VGRF, lower push-off rate, and higher peak ratio of the two VGRF peaks during normal speed of walking. These prominent differences showed that children with ASD had difficulties in supporting their body weight during terminal stance phase and these conditions affect the gait instability. The findings of this study develop further understanding of VGRF gait patterns that significantly differentiate between children with ASD and the peer control groups. © 2018 Materials and Energy Research Center. All Rights Reserved.},
note = {cited By 1},
keywords = {Autism Spectrum Disorders, Biophysics, Children with Autism, Diseases, Gait Analysis, Gait Pattern, Ground Reaction Forces, Independent Samples T-Test, Mann-Whitney U Test, Parameterization Techniques, Spectrum Analysis, Three-Dimensional, Three-Dimensional Motion Analysis},
pubstate = {published},
tppubtype = {article}
}

@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}
}