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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2020 |
Nor, Mohd M N; Jailani, R; Tahir, N M Feature Selection of Electromyography Signals for Autism Spectrum Disorder Children During Gait Using Mann-Whitney Test Journal Article JURNAL TEKNOLOGI, 82 (2), pp. 113-120, 2020, ISSN: 0127-9696. Abstract | Links | BibTeX | Tags: Autism Spectrum Disorders, Electromyography, Gait, Gait Analysis @article standard logo 0, author = sticky header logo 9, doi = sticky header logo 8, issn = sticky header logo 7, year = sticky header logo 6, date = sticky header logo 5, journal = sticky header logo 4, volume = sticky header logo 3, number = sticky header logo 2, pages = sticky header logo 1, publisher = sticky header logo 0, address = end fusion sticky header wrapper 9, abstract = end fusion sticky header wrapper 8, keywords = end fusion sticky header wrapper 7, pubstate = end fusion sticky header wrapper 6, tppubtype = end fusion sticky header wrapper 5 } Autism Spectrum Disorder is a lifelong neurodevelopmental impairment that affects brain growth and individual functional capabilities that associates with unusual movement and gait disturbance. The aim of this study is to investigate the significant features of EMG signals for lower limbs and arms muscle between Autism Spectrum Disorder (ASD) and Typical Development (TD) Children during walking. In this study, 30 ASD and 30 Typical Development (TD) children aged between 6 to 13 years old were asked to walk on the walkway naturally. The Electromyography (EMG) signals of Biceps Femoris (BF), Rectus Femoris (RF), Tibialis Anterior (TA), Gastrocnemius (GAS), Biceps Brachii (BB) and Tricep Brachii (TB) muscles of the ASD and TD children were recorded by using surface EMG sensors. The BF muscle is located at the posterior compartment of the thigh whereas the RF muscle located in the anterior compartment of the thigh. On the other hand, the TA muscle originates within the anterior compartment of the leg, and Gas muscle originates at the posterior compartment of the calf. Meanwhile, the BB muscle is in the front of the upper arm between shoulder and elbow, and TB muscle is a large muscle on the back of the upper arm limb. The data consists of 42 features from 7 walking phases of 6 muscles during one gait cycle were obtained from the data collection. Firstly, the data will be normalized to one gait cycle to standardize the length of EMG signals used for all subjects. Then, the feature selection method using Mann-Whitney Test is applied to find the significant features to differentiate between ASD and TD children from the EMG signals. Out of 42 features, 5 were found to be the most significant features of EMG signals between ASD and TD children, there are TA muscle at 30% of gait cycle, Gas muscle at 50% and 60% of gait cycle, and BB muscle at 10% and 80% of gait cycle with significant values of 0.017, 0.049, 0.034, 0.021 and 0.003, respectively. These findings are useful to both clinicians and parents as the lower limbs and arm muscles can be valuable therapeutic parameter for ASD children's rehabilitation plan. The findings of this research also suggest that the significant difference of EMG signals obtained can be a parameter to differentiate between ASD and TD children. |
Liang, S; Loo, C K; Sabri, Md A Q Autism Spectrum Disorder Classification in Videos: A Hybrid of Temporal Coherency Deep Networks and Self-organizing Dual Memory Approach Journal Article Lecture Notes in Electrical Engineering, 621 , pp. 421-430, 2020, ISSN: 18761100, (cited By 0). Abstract | Links | BibTeX | Tags: Artificial Intelligence, Autism Spectrum Disorders, Autistic Children, Catastrophic Forgetting, Children with Autism, Diagnosis, Diseases, E-learning, Hybrid Approach, Learning, Neural Networks, Primary Objective, Scalable Systems, Temporal Coherency, Unsupervised Online Learning @article end fusion sticky header wrapper 4, author = end fusion sticky header wrapper 3, editor = end fusion sticky header wrapper 2, url = end fusion sticky header wrapper 1, doi = end fusion sticky header wrapper 0, issn = fusion-row 9, year = fusion-row 8, date = fusion-row 7, journal = fusion-row 6, volume = fusion-row 5, pages = fusion-row 4, publisher = fusion-row 3, abstract = fusion-row 2, note = fusion-row 1, keywords = fusion-row 0, pubstate = #main 9, tppubtype = #main 8 } Autism is at the moment, a common disorder. Prevalence of Autism Spectrum Disorder (ASD) is reported to be 1 in every 88 individuals. Early diagnosis of ASD has a significant impact to the livelihood of autistic children and their parents, or their caregivers. In this paper, we have developed an unsupervised online learning model for ASD classification. The proposed approach is a hybrid approach, consisting, the temporal coherency deep networks approach, and, the self-organizing dual memory approach. The primary objective of the research is, to have a scalable system that can achieve online learning, and, is able to avoid the catastrophic forgetting phenomena in neural networks. We have evaluated our approach using an ASD specific dataset, and obtained promising results that are well inclined in supporting the overall objective of the research. © Springer Nature Singapore Pte Ltd 2020. |
Khowaja, K; Banire, B; Al-Thani, D; Sqalli, M T; Aqle, A; Shah, A; Salim, S S Augmented reality for learning of children and adolescents with autism spectrum disorder (ASD): A systematic review Journal Article IEEE Access, 8 , pp. 78779-78807, 2020, ISSN: 21693536, (cited By 0). Abstract | Links | BibTeX | Tags: Adolescent, Augmented Reality, Autism Spectrum Disorders, Bibliographic Database, Children, Classroom Environment, Data Acquisition, Data Collection, Diseases, Evaluation Parameters, Information Services, Maintenance, Parameter Estimation, Research, Social Communications @article #main 7, author = #main 6, url = #main 5, doi = #main 4, issn = #main 3, year = #main 2, date = #main 1, journal = #main 0, volume = [if lt IE 9]> pages = [if lt IE 9]> publisher = [if lt IE 9]> abstract = [if lt IE 9]> note = [if lt IE 9]> keywords = [if lt IE 9]> pubstate = [if lt IE 9]> tppubtype = [if lt IE 9]> } This paper presents a systematic review of relevant primary studies on the use of augmented reality (AR) to improve various skills of children and adolescents diagnosed with autism spectrum disorder (ASD) from years 2005 to 2018 inclusive in eight bibliographic databases. This systematic review attempts to address eleven specific research questions related to the learing skills, participants, AR technology, research design, data collection methods, settings, evaluation parameters, intervention outcomes, generalization, and maintenance. The social communication skill was the highly targeted skill, and individuals with ASD were part of all the studies. Computer, smartphone, and smartglass are more frequently used technologies. The commonly used research design was pre-test and post-test. Almost all the studies used observation as a data collection method, and classroom environment or controlled research environment were used as a setting of evaluation. Most of the evaluation parameters were human-assisted. The results of the studies show that AR benefited children with ASD in learning skills. The generalization test was conducted in one study only, but the results were not reported. The results of maintenance tests conducted in five studies during a short-term period following the withdrawal of intervention were positive. Although the effect of using AR towards the learning of individuals was positive, given the wide variety of skills targeted in the studies, and the heterogeneity of the participants, a summative conclusion regarding the effectiveness of AR for teaching or learning of skills related to ASD based on the existing literature is not possible. The review also proposes the research taxonomy for ASD. Future research addressing the effectiveness of AR among more participants, different technologies supporting AR for the intervention, generalization, and maintenance of learning skills, and the evaluation in the inslusive classroom environment and other settings is warranted. © 2013 IEEE. |
2019 |
Abdullah, A A; Rijal, S; Dash, S R Evaluation on Machine Learning Algorithms for Classification of Autism Spectrum Disorder (ASD) Conference 1372 (1), Institute of Physics Publishing, 2019, ISSN: 17426588, (cited By 0). Abstract | Links | BibTeX | Tags: Autism Spectrum Disorders, Behaviour Evaluations, Biomedical Engineering, Brain Mapping, Classification (of information), Decision Trees, Diseases, Feature Extraction, Feature Selection Methods, K Fold Cross Validations, Learning, Least Absolute Shrinkage and Selection Operators, Least Squares Approximations, Logistic Regressions, Machine Learning, Machine Learning Methods, Magnetic Resonance Imaging, Nearest Neighbor Search, Regression Analysis, Supervised Learning, Supervised Machine Learning @conference[if lt IE 9]>
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editor = fusion-columns 9, url = fusion-columns 8, doi = fusion-columns 7, issn = fusion-columns 6, year = fusion-columns 5, date = fusion-columns 4, journal = fusion-columns 3, volume = fusion-columns 2, number = fusion-columns 1, publisher = fusion-columns 0, abstract = fusion-row 9, note = fusion-row 8, keywords = fusion-row 7, pubstate = fusion-row 6, tppubtype = fusion-row 5 } Autism Spectrum Disorder (ASD) was characterized by delay in social interactions development, repetitive behaviors and narrow interest, which usually diagnosed with standard diagnostic tools such as Autism Diagnostic Observation Schedule (ADOS) and Autism Diagnostic Interview-Revised (ADIR-R). Previous work has implemented machine-learning methods for the classification of ASD, however they used different types of dataset such as brain images for MRI and EEG, risk genes in genetic profiles and behavior evaluation based on ADOS and ADI-R. Here a trial on using Autism Spectrum Questions (AQ) to build models that have higher potential to classify ASD was developed. In this research, Chi-square and Least Absolute Shrinkage and Selection Operator (LASSO) have been selected as feature selection methods to select the most important features for 3 supervised machine learning algorithms, which are Random Forest, Logistic Regression and K-Nearest Neighbors with K-fold cross validation. The performance was evaluated in which results Logistic Regression scored the highest accuracy with 97.541% using model with 13 selected features based on Chi-square selection method. © 2019 IOP Publishing Ltd. All rights reserved. |
Ishak, N I; Yusof, H M; Ramlee, M R H; Sidek, S N; Rusli, N Modules of Interaction for ASD Children Using Rero Robot (Humanoid) Conference Institute of Electrical and Electronics Engineers Inc., 2019, ISBN: 9781728129716, (cited By 0). Abstract | Links | BibTeX | Tags: Autism Spectrum Disorders, Commercial Robots, Developmental Disorders, Early Intervention, Human Interactions, Human Robot Interaction, Interaction Mediums, Interaction Modules, Patient Rehabilitation, Robotics, Robots @conference fusion-row 4, author = fusion-row 3, url = fusion-row 2, doi = fusion-row 1, isbn = fusion-row 0, year = fusion-footer-widget-area 9, date = fusion-footer-widget-area 8, journal = fusion-footer-widget-area 7, publisher = fusion-footer-widget-area 6, abstract = fusion-footer-widget-area 5, note = fusion-footer-widget-area 4, keywords = fusion-footer-widget-area 3, pubstate = fusion-footer-widget-area 2, tppubtype = fusion-footer-widget-area 1 } Autism Spectrum Disorder (ASD) is a neurological and developmental disorder that affects one's ability to understand social cues and to communicate. As it begins early in childhood and can last throughout a person's life, it is important to have an early intervention and rehabilitation. Previous research has shown that robotic platforms helped and encouraged positive outcome in ASD children rehabilitation. Early interventions through human-robot interaction (HRI) have the potential when used to improve communication and social skills of the children. In this research, a new framework has been developed featuring a robot and human interaction modules. A commercial robot, Rero has been adopted and used as the interaction medium. This robot has been selected based on its reconfigurable capability and ability to be developed into many forms. It is also mobile, speech enabled, controllable, programmable, and attractive. Five modules of interaction have been developed and approval from special education teachers and therapists has been sought. The modules are created to help the children to be able to imitate actions, follow instructions, name objects, as well as to focus and match colours. Observations from the experiment shows that the children enjoyed the interaction modules with a median of more than 70% of scores and were well engaged with the robots with certain type of modules. © 2019 IEEE. |
Misman, M F; Samah, A A; Ezudin, F A; Majid, H A; Shah, Z A; Hashim, H; Harun, M F Classification of adults with autism spectrum disorder using deep neural network Conference Institute of Electrical and Electronics Engineers Inc., 2019, ISBN: 9781728130415, (cited By 0). Abstract | Links | BibTeX | Tags: Autism Spectrum Disorders, Brain Disorders, Classification (of information), Classification Accuracy, Classification Methods, Clinical Tests, Cognitive Skill, Computer Aided Diagnosis, Deep Learning, Deep Neural Networks, Diseases, Learning, Machine Learning Methods, Screening Data, Support Vector Machines @conference fusion-footer-widget-area 0, author = fusion-fusion-copyright-content 9, url = fusion-fusion-copyright-content 8, doi = fusion-fusion-copyright-content 7, isbn = fusion-fusion-copyright-content 6, year = fusion-fusion-copyright-content 5, date = fusion-fusion-copyright-content 4, journal = fusion-fusion-copyright-content 3, pages = fusion-fusion-copyright-content 2, publisher = fusion-fusion-copyright-content 1, abstract = fusion-fusion-copyright-content 0, note = fusion-row 9, keywords = fusion-row 8, pubstate = fusion-row 7, tppubtype = fusion-row 6 } Autism Spectrum Disorder (ASD) is a developmental brain disorder that causes deficits in linguistic, communicative, and cognitive skills as well as social skills. Various application of Machine Learning has been applied apart from the clinical tests available, which has increased the performance in the diagnosis of this disorder. In this study, we applied the Deep Neural Network (DNN) architecture, which has been a popular method in recent years and proved to improve classification accuracy. This study aims to analyse the performance of DNN model in the diagnosis of ASD in terms of classification accuracy by using two datasets of adult ASD screening data. The results are then compared with the previous Machine Learning method by another researcher, which is Support Vector Machine (SVM). The accuracy achieved by the DNN model in the classification of ASD diagnosis is 99.40% on the first dataset and achieved 96.08% on the second dataset. Meanwhile, the SVM model achieved an accuracy of 95.24% and 95.08% using the first and second data, respectively. The results show that ASD cases can be accurately identified by implementing the DNN classification method using ASD adult screening data. © 2019 IEEE. |
Hasan, C Z C; Jailani, R; Tahir, N M 2018-October , Institute of Electrical and Electronics Engineers Inc., 2019, ISSN: 21593442, (cited By 0). Abstract | Links | BibTeX | Tags: 10 Fold Cross Validation, 3D Modeling, Autism Spectrum Disorders, Biophysics, Clinical Decision Making, Computer Aided Diagnosis, Decision Making, Discriminant Analysis, Diseases, Gait Analysis, Gait Classification, Ground Reaction Forces, Neural Networks, Parameterization Techniques, Pattern Recognition, Petroleum Reservoir Evaluation, Program Diagnostics, Support Vector Machines, Targeted Treatment, Three-Dimensional @conference fusion-row 5, author = fusion-row 4, url = fusion-row 3, doi = fusion-row 2, issn = fusion-row 1, year = fusion-row 0, date = #footer 9, journal = #footer 8, volume = #footer 7, pages = #footer 6, publisher = #footer 5, abstract = #footer 4, note = #footer 3, keywords = #footer 2, pubstate = #footer 1, tppubtype = #footer 0 } Autism spectrum disorder (ASD) is a complex and lifelong neurodevelopmental condition that occurs in early childhood and is associated with unusual movement and gait disturbances. An automated and accurate recognition of ASD gait provides assistance in diagnosis and clinical decision-making as well as improving targeted treatment. This paper explores the use of two well-known machine learning classifiers, artificial neural network (ANN) and support vector machine (SVM) in distinguishing ASD and normal gait patterns based on prominent gait features derived from three-dimensional (3D) ground reaction forces (GRFs) data. The 3D GRFs data of 30 children with ASD and 30 typically developing children were obtained using two force plates during self-determined speed of barefoot walking. Time-series parameterization techniques were applied to the 3D GRFs waveforms to extract the significant gait features. The stepwise method of discriminant analysis (SWDA) was employed to determine the dominant GRF gait features in order to classify ASD and typically developing groups. The 10-fold cross-validation test results indicate that the ANN model with three dominant GRF input features outperformed the kernel-based SVM models with 93.3% accuracy, 96.7% sensitivity, and 90.0% specificity. The findings of this study demonstrate the reliability of using the 3D GRF input features, in combination with SWDA feature selection and ANN classification model as an appropriate method that may be beneficial for the diagnosis of ASD gait as well as for evaluation purpose of the treatment programs. © 2018 IEEE. |
Khowaja, K; Salim, S S; Al-Thani, D Institute of Electrical and Electronics Engineers Inc., 2019, ISBN: 9781538679661, (cited By 2). Abstract | Links | BibTeX | Tags: Autism Spectrum Disorders, Components, Diseases, Framework, Game Design, Games, Serious Games, Vocabulary @conference fusion-footer 9, author = fusion-footer 8, url = fusion-footer 7, doi = fusion-footer 6, isbn = fusion-footer 5, year = fusion-footer 4, date = fusion-footer 3, journal = fusion-footer 2, publisher = fusion-footer 1, abstract = fusion-footer 0, note = wrapper 9, keywords = wrapper 8, pubstate = wrapper 7, tppubtype = wrapper 6 } Background: The research on the use of serious games to provide learning of skills to children with autism spectrum disorder (ASD) has increased in recent years. The use of serious games to provide vocabulary learning to children with ASD is still in infancy stage. Serious games are designed using a framework as a basis to use components in the game. However, there is no existing serious game design framework that can consider the needs of children with ASD.Objective: The objective of this study is to review components that could be useful in the design of serious game for children with ASD to learn vocabulary.Methods: The review of the literature on vocabulary learning of children with ASD and existing SGDFs was carried out to identify the components. The components have been reviewed from the perspective of 1) vocabulary learning of children with ASD in particular, 2) children with ASD in whole, 3) typical children and 4) game design in general.Results: A total of fifty components were found. The four components namely autism behaviours, strategies, instruction methods and modalities are related to children with ASD and their learning of vocabulary. The remaining components are based on the review of existing SGDFs. There were similarities in terms of use of components across the frameworks.Conclusion: The analysis of these components in the serious games developed for children with ASD shows its usability in designing games for these children. © 2018 IEEE. |
Mohd, C K N C K; Shahbodin, F; Azni, A H; Jano, Z Visual perception games for autistic learners: Design & development Conference Association for Computing Machinery, 2019, ISBN: 9781450366212, (cited By 0). Abstract | Links | BibTeX | Tags: Autism Spectrum Disorders, Autistic Children, Children with Autism, Design and Development, Diagnosis, Diagnostic Products, Diagnostic tools, Diseases, Education, Education Computing, High Incidence, Information and Communications Technology, Information Use, Patient Treatment, Serious Games, Special Education, Students, Vision, Visual Perception @conference wrapper 5, author = wrapper 4, url = wrapper 3, doi = wrapper 2, isbn = wrapper 1, year = wrapper 0, date = #boxed-wrapper 9, journal = #boxed-wrapper 8, pages = #boxed-wrapper 7, publisher = #boxed-wrapper 6, abstract = #boxed-wrapper 5, note = #boxed-wrapper 4, keywords = #boxed-wrapper 3, pubstate = #boxed-wrapper 2, tppubtype = #boxed-wrapper 1 } The use of information communication technologies (ICTs) in therapy offers new perspectives for treating many domains in individuals with autism spectrum disorders (ASD) because it is used in many different ways and settings and they are attractive to the patients. Students with autism have a high incidence of visual perception problems. They often have difficulty recognizing, remembering, organizing and interpreting visual images. As a result, they are easily confused in situations where written or pictorial symbols are utilised for learning. The paper reported the design and development of autism diagnostic tool using serious games technique. It is a tool for special education teachers to diagnose visual perception problems among autistic students. The game is known as Vi-Per Games. A diagnostic tool known as Vi-Per Games has been developed based on ADDIE model. Vi-Per Games is able to diagnose autistic students without the needs for teachers to have some experience and knowledge of diagnosing visual perception. This prototype will be a high-tech solution to diagnose visual perception problems designed for autistic children. © 2019 Association for Computing Machinery. |
Ishak, N I; Yusof, H.Md.; Sidek, S N; Rusli, N Robot selection in robotic intervention for ASD children Conference Institute of Electrical and Electronics Engineers Inc., 2019, ISBN: 9781538624715, (cited By 1). Abstract | Links | BibTeX | Tags: Autism Spectrum Disorders, Biomedical Engineering, Commercial Robots, Communication Skills, Early Intervention, Human Robot Interaction, Important Features, Recent Researches, Robotics, Social Interactions @conference #boxed-wrapper 0, author = Instagram Feed JS 9, url = Instagram Feed JS 8, doi = Instagram Feed JS 7, isbn = Instagram Feed JS 6, year = Instagram Feed JS 5, date = Instagram Feed JS 4, journal = Instagram Feed JS 3, pages = Instagram Feed JS 2, publisher = Instagram Feed JS 1, abstract = Instagram Feed JS 0, note = {cited By 1}, keywords = {Autism Spectrum Disorders, Biomedical Engineering, Commercial Robots, Communication Skills, Early Intervention, Human Robot Interaction, Important Features, Recent Researches, Robotics, Social Interactions}, pubstate = {published}, tppubtype = {conference} } This paper explains on the selection of a robot that is suitable for engagement with Autism Spectrum Disorder (ASD) children. Many robots were being developed to help these children to improve their behavior, communication skills, social interaction, joint attention and sensitivity. Recent researches done shown that a commercialize robot is better in early intervention therapy for the children because of its robustness and easily can be programmed by the parents and teachers. Instead, the physical appearance of the robot also plays an important feature for robot selection. Comparison studies were made between prototype robots that currently used in Human-Robot Interaction (HRI) and commercial robot. As a result, we proposed to have a commercial robot that is robust, simple, economical, durable and flexible to be changed to any desired form as our medium of interactions. © 2018 IEEE |
Khowaja, K; Salim, S S Serious Game for Children with Autism to Learn Vocabulary: An Experimental Evaluation Journal Article International Journal of Human-Computer Interaction, 35 (1), pp. 1-26, 2019, ISSN: 10447318, (cited By 13). Abstract | Links | BibTeX | Tags: Autism Spectrum Disorders, Children with Autism, Design and Development, Diseases, Experimental Evaluation, Game Prototypes, Games, Generic Components, Language Comprehensions, Serious Games, Vocabulary @article{Khowaja20191, title = {Serious Game for Children with Autism to Learn Vocabulary: An Experimental Evaluation}, author = {K Khowaja and S S Salim}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85041121490&doi=10.1080%2f10447318.2017.1420006&partnerID=40&md5=156c0d5a4f725ee03fcae97740a468c2}, doi = {10.1080/10447318.2017.1420006}, issn = {10447318}, year = {2019}, date = {2019-01-01}, journal = {International Journal of Human-Computer Interaction}, volume = {35}, number = {1}, pages = {1-26}, publisher = {Taylor and Francis Inc.}, abstract = {The use of serious games (SGs) to provide intervention for various skills to children with autism spectrum disorder (ASD) has increased in the recent years. However, the potential of these games has not been utilized to provide learning of vocabulary to children with ASD. In designing games for children with ASD, there is a need to consider components specifically from the perspectives of ASD and the generic components that can support from the theoretical, content, and game design aspects. In the absence of any existing framework to design games for children with ASD, this article first introduces a framework named serious game design framework (SGDF), constructed to provide support throughout the design process. This framework was constructed based on the extensive review of the literature on ASD and existing SGDFs. The article then focuses on the design and development of a SG prototype based on SGDF. An experimental evaluation prototype was conducted to examine the effectiveness using the withdrawal design of single-subject research design (SSRD) in improving the receptive identification of vocabulary items among children with autism before and after using the prototype. The receptive identification of vocabulary items is measured in terms of the number of correct responses given and the number of attempts made to identify the correct response. The pre- and post-evaluations of the SG prototype show that learning of vocabulary items among children with ASD improved after using the game and they retained items at the end of weeks 1 and 2 following the withdrawal of intervention. © 2018, © 2018 Taylor & Francis Group, LLC.}, note = {cited By 13}, keywords = {Autism Spectrum Disorders, Children with Autism, Design and Development, Diseases, Experimental Evaluation, Game Prototypes, Games, Generic Components, Language Comprehensions, Serious Games, Vocabulary}, pubstate = {published}, tppubtype = {article} } The use of serious games (SGs) to provide intervention for various skills to children with autism spectrum disorder (ASD) has increased in the recent years. However, the potential of these games has not been utilized to provide learning of vocabulary to children with ASD. In designing games for children with ASD, there is a need to consider components specifically from the perspectives of ASD and the generic components that can support from the theoretical, content, and game design aspects. In the absence of any existing framework to design games for children with ASD, this article first introduces a framework named serious game design framework (SGDF), constructed to provide support throughout the design process. This framework was constructed based on the extensive review of the literature on ASD and existing SGDFs. The article then focuses on the design and development of a SG prototype based on SGDF. An experimental evaluation prototype was conducted to examine the effectiveness using the withdrawal design of single-subject research design (SSRD) in improving the receptive identification of vocabulary items among children with autism before and after using the prototype. The receptive identification of vocabulary items is measured in terms of the number of correct responses given and the number of attempts made to identify the correct response. The pre- and post-evaluations of the SG prototype show that learning of vocabulary items among children with ASD improved after using the game and they retained items at the end of weeks 1 and 2 following the withdrawal of intervention. © 2018, © 2018 Taylor & Francis Group, LLC. |
Khowaja, K; Salim, S S; Asemi, A; Ghulamani, S; Shah, A Universal Access in the Information Society, 2019, ISSN: 16155289, (cited By 2). Abstract | Links | BibTeX | Tags: 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 @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} } 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. |
Yen, Eow Shiang; Ying, GanWan; Ying, Lim Poh; Hamidin, A Association between Nutritional Factors and Severity Among Children with Autism Spectrum Disorder in Malaysia Journal Article ANNALS OF NUTRITION AND METABOLISM, 75 (3), pp. 90, 2019, ISSN: 0250-6807. BibTeX | Tags: Autism Severity, Autism Spectrum Disorders, Children, Nutritional Factors @article{ISI:000480262700252, title = {Association between Nutritional Factors and Severity Among Children with Autism Spectrum Disorder in Malaysia}, author = {Eow Shiang Yen and GanWan Ying and Lim Poh Ying and A Hamidin}, issn = {0250-6807}, year = {2019}, date = {2019-01-01}, journal = {ANNALS OF NUTRITION AND METABOLISM}, volume = {75}, number = {3}, pages = {90}, publisher = {KARGER}, address = {ALLSCHWILERSTRASSE 10, CH-4009 BASEL, SWITZERLAND}, keywords = {Autism Severity, Autism Spectrum Disorders, Children, Nutritional Factors}, pubstate = {published}, tppubtype = {article} } |
Liu, Y -W; Liong, M T; Chung, Y -C E; Huang, H -Y; Peng, W -S; Cheng, Y -F; Lin, Y -S; Wu, Y -Y; Tsai, Y -C Nutrients, 11 (4), 2019, ISSN: 20726643, (cited By 4). Abstract | Links | BibTeX | Tags: Aberrant Behavior Checklist Taiwan version, Adolescent, Age, Age Factors, Aggression, Anxiety, Article, Attention Deficit Disorder, Autism, Autism Behavior Checklist, Autism Diagnostic Interview Revised, Autism Spectrum Disorders, Child Behaviour, Child Behaviour Checklist, Children, Clinical Global Impression Scale, Communication Disorder, Controlled Study, Double Blind Procedure, Double-Blind Method, Female, Generalized Anxiety Disorder, Human, Impulsiveness, Lactobacillus Plantarum, Male, Physiology, Placebo, Placebos, Posttraumatic Stress Disorder, Probiotic Agent, Probiotics, Psychology, Questionnaires, Randomized Controlled Trial, Rating Scale, School Child, Scoring System, Social Behaviour, Social Interactions, Social Problem, Social Responsiveness Scale, Surveys, Swanson Nolan and Pelham IV Assessment, Synaptosomal Associated Protein 23, Taiwan @article{Liu2019, title = {Effects of lactobacillus plantarum PS128 on children with autism spectrum disorder in Taiwan: A randomized, double-blind, placebo-controlled trial}, author = {Y -W Liu and M T Liong and Y -C E Chung and H -Y Huang and W -S Peng and Y -F Cheng and Y -S Lin and Y -Y Wu and Y -C Tsai}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85064817846&doi=10.3390%2fnu11040820&partnerID=40&md5=ca04462e8710198b821b44f8e73061f3}, doi = {10.3390/nu11040820}, issn = {20726643}, year = {2019}, date = {2019-01-01}, journal = {Nutrients}, volume = {11}, number = {4}, publisher = {MDPI AG}, abstract = {This four-week, randomized, double-blind, placebo-controlled study investigated the effects of Lactobacillus plantarum PS128 (PS128) on boys with autism spectrum disorder (ASD) aged 7-15 in Taiwan. All subjects fulfilled the criteria for ASD diagnosis of DSM-V and the Autism Diagnostic Interview-Revised (ADI-R). Questionnaires used for the primary outcome measure include the Autism Behavior Checklist-Taiwan version (ABC-T), the Social Responsiveness Scale (SRS) and the Child Behavior Checklist (CBCL). The Swanson, Nolan, and Pelham-IV-Taiwan version (SNAP-IV) and the Clinical Global Impression-improvement (CGI-I) were used for the secondary outcome measure. The results showed that PS128 ameliorated opposition/defiance behaviors, and that the total score of SNAP-IV for younger children (aged 7−12) improved significantly compared with the placebo group. Additionally, several elements were also notably improved in the PS128 group after 28-day consumption of PS128. Further studies are needed to better clarify the effects of PS128 for younger children with ASD on broader symptoms. © 2019 by the authors. Licensee MDPI, Basel, Switzerland.}, note = {cited By 4}, keywords = {Aberrant Behavior Checklist Taiwan version, Adolescent, Age, Age Factors, Aggression, Anxiety, Article, Attention Deficit Disorder, Autism, Autism Behavior Checklist, Autism Diagnostic Interview Revised, Autism Spectrum Disorders, Child Behaviour, Child Behaviour Checklist, Children, Clinical Global Impression Scale, Communication Disorder, Controlled Study, Double Blind Procedure, Double-Blind Method, Female, Generalized Anxiety Disorder, Human, Impulsiveness, Lactobacillus Plantarum, Male, Physiology, Placebo, Placebos, Posttraumatic Stress Disorder, Probiotic Agent, Probiotics, Psychology, Questionnaires, Randomized Controlled Trial, Rating Scale, School Child, Scoring System, Social Behaviour, Social Interactions, Social Problem, Social Responsiveness Scale, Surveys, Swanson Nolan and Pelham IV Assessment, Synaptosomal Associated Protein 23, Taiwan}, pubstate = {published}, tppubtype = {article} } This four-week, randomized, double-blind, placebo-controlled study investigated the effects of Lactobacillus plantarum PS128 (PS128) on boys with autism spectrum disorder (ASD) aged 7-15 in Taiwan. All subjects fulfilled the criteria for ASD diagnosis of DSM-V and the Autism Diagnostic Interview-Revised (ADI-R). Questionnaires used for the primary outcome measure include the Autism Behavior Checklist-Taiwan version (ABC-T), the Social Responsiveness Scale (SRS) and the Child Behavior Checklist (CBCL). The Swanson, Nolan, and Pelham-IV-Taiwan version (SNAP-IV) and the Clinical Global Impression-improvement (CGI-I) were used for the secondary outcome measure. The results showed that PS128 ameliorated opposition/defiance behaviors, and that the total score of SNAP-IV for younger children (aged 7−12) improved significantly compared with the placebo group. Additionally, several elements were also notably improved in the PS128 group after 28-day consumption of PS128. Further studies are needed to better clarify the effects of PS128 for younger children with ASD on broader symptoms. © 2019 by the authors. Licensee MDPI, Basel, Switzerland. |
Ong, J J BMC Complementary and Alternative Medicine, 19 (1), 2019, ISSN: 14726882, (cited By 0). Abstract | Links | BibTeX | Tags: Adolescent, Adult, Alternative Medicine, Autism, Autism Spectrum Disorders, Child Behaviour, Child Parent Relation, Children, Complementary Therapies, Cross-Sectional Study, Female, Human, Infant, Malaysia, Male, Middle Aged, Parents, Personal Satisfaction, Preschool, Preschool Child, Psychology, Questionnaires, Satisfaction, Social Competence, Social Skills, Surveys, Treatment Outcome @article{Ong2019, title = {Parental satisfaction and perception of Progress in influencing the Practice of complementary health approaches in children with autism: A cross sectional survey from Negeri Sembilan, Malaysia}, author = {J J Ong}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85071968009&doi=10.1186%2fs12906-019-2672-8&partnerID=40&md5=7357d9aa26c64a321790fee9aae89765}, doi = {10.1186/s12906-019-2672-8}, issn = {14726882}, year = {2019}, date = {2019-01-01}, journal = {BMC Complementary and Alternative Medicine}, volume = {19}, number = {1}, publisher = {BioMed Central Ltd.}, abstract = {Background: Parents' use of complementary health approaches (CHA) for children with autism spectrum disorder (ASD) are common despite the uncertain evidence of its benefit. Parents often adopt CHA due to dissatisfaction with conventional treatment. This study aimed to examine parents' satisfaction with ASD treatment and their perception of progress in their child's development. Parents' use of CHA among children with ASD and the factors related were also evaluated. Methods: Self-administered questionnaires were completed by 48 parents of children with ASD at a single tertiary referral hospital in Malaysia. Correlation analysis was used to explore associations between parental satisfaction scores, perception of progress scores and use of CHA. Results: Use of CHA was reported by parents for 35.4% of children with ASD in the sample. Parents who were less satisfied with conventional treatment and parents who perceived poorer progress in their child's development were more likely to use CHA. Strong positive relationship was found between parent satisfaction with ASD treatment scores and parent perception of progress scores, which indicates that parents who were satisfied with treatment were more likely to perceive greater progress in their child's development. Improvement in child's progress was most appreciated by parents in their child's behavior (85.5%), social skills (83.3%) and motor skills (77.1%). Conclusion: The use of CHA was common among children with ASD. Parents were more likely to practice CHA when they were less satisfied with conventional treatment and perceived poorer progress. A larger multicenter study is required to further explore the practice of CHA among children with ASD throughout Malaysia. © 2019 The Author(s).}, note = {cited By 0}, keywords = {Adolescent, Adult, Alternative Medicine, Autism, Autism Spectrum Disorders, Child Behaviour, Child Parent Relation, Children, Complementary Therapies, Cross-Sectional Study, Female, Human, Infant, Malaysia, Male, Middle Aged, Parents, Personal Satisfaction, Preschool, Preschool Child, Psychology, Questionnaires, Satisfaction, Social Competence, Social Skills, Surveys, Treatment Outcome}, pubstate = {published}, tppubtype = {article} } Background: Parents' use of complementary health approaches (CHA) for children with autism spectrum disorder (ASD) are common despite the uncertain evidence of its benefit. Parents often adopt CHA due to dissatisfaction with conventional treatment. This study aimed to examine parents' satisfaction with ASD treatment and their perception of progress in their child's development. Parents' use of CHA among children with ASD and the factors related were also evaluated. Methods: Self-administered questionnaires were completed by 48 parents of children with ASD at a single tertiary referral hospital in Malaysia. Correlation analysis was used to explore associations between parental satisfaction scores, perception of progress scores and use of CHA. Results: Use of CHA was reported by parents for 35.4% of children with ASD in the sample. Parents who were less satisfied with conventional treatment and parents who perceived poorer progress in their child's development were more likely to use CHA. Strong positive relationship was found between parent satisfaction with ASD treatment scores and parent perception of progress scores, which indicates that parents who were satisfied with treatment were more likely to perceive greater progress in their child's development. Improvement in child's progress was most appreciated by parents in their child's behavior (85.5%), social skills (83.3%) and motor skills (77.1%). Conclusion: The use of CHA was common among children with ASD. Parents were more likely to practice CHA when they were less satisfied with conventional treatment and perceived poorer progress. A larger multicenter study is required to further explore the practice of CHA among children with ASD throughout Malaysia. © 2019 The Author(s). |
Adib, N A N; Ibrahim, M I; Rahman, A A; Bakar, R S; Yahaya, N A; Hussin, S; Mansor, Wan W N A Perceived stress among caregivers of children with autism spectrum disorder: A state-wide study Journal Article International Journal of Environmental Research and Public Health, 16 (8), 2019, ISSN: 16617827, (cited By 0). Abstract | Links | BibTeX | Tags: Adaptation, Adolescent, Adult, Article, Autism, Autism Spectrum Disorders, Caregiver, Caregiver Burden, Child Care, Children, Coping Behaviour, Cross-Sectional Study, Female, Follow Up, Health Care, Health Care Access, Human, Infant, Learning Disorder, Malaysia, Male, Mental Stress, Middle Aged, Multiple Linear Regression Analysis, Newborn, Normal Human, Patient Transport, Perceived Stress Scale, Prediction, Preschool, Preschool Child, Psychological, Psychology, Psychometrics, Psychometry, Quality of Life, Stress, Tertiary Care Center, University Hospital @article{Adib2019b, title = {Perceived stress among caregivers of children with autism spectrum disorder: A state-wide study}, author = {N A N Adib and M I Ibrahim and A A Rahman and R S Bakar and N A Yahaya and S Hussin and W N A Wan Mansor}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85065303613&doi=10.3390%2fijerph16081468&partnerID=40&md5=fc871375f0d307a95820cd87c57ea270}, doi = {10.3390/ijerph16081468}, issn = {16617827}, year = {2019}, date = {2019-01-01}, journal = {International Journal of Environmental Research and Public Health}, volume = {16}, number = {8}, publisher = {MDPI AG}, abstract = {Background: Caregivers of children with autism spectrum disorder (ASD) experience increased stress and more significant negative caregiving consequences than those with typically developing children. There is a lack of studies specifically focusing on stress among caregivers with ASD children in Asian countries. The current study examines levels of perceived stress and factors associated with it among caregivers in Kelantan, Malaysia. Methods: In a cross-sectional study, the Malay version of the Perceived Stress Scale (PSS) was administered to 227 caregivers of children with ASD. The caregivers were recruited from ASD databases in four tertiary hospitals in Kelantan and a meeting was set up during the child’s follow-up in the clinic. Multiple linear regression analyses were applied to determine the predictors of perceived stress. Results: The mean total perceived stress score was 20.84 (4.72). This was considered higher than average. Higher perceived stress was significantly predicted among caregivers who live far from the health institution, caregivers who do not own transportation to bring the child to the treatment center, and caregivers who have an ASD child with a learning disability. Conclusion: Caregivers of an ASD child perceived significant stress while taking care of their children. Institutions should alleviate the factors that were predicted to increase the caregivers’ perceived stress to improve the quality of the lives of children and ASD families as a whole. © 2019 by the authors. Licensee MDPI, Basel, Switzerland.}, note = {cited By 0}, keywords = {Adaptation, Adolescent, Adult, Article, Autism, Autism Spectrum Disorders, Caregiver, Caregiver Burden, Child Care, Children, Coping Behaviour, Cross-Sectional Study, Female, Follow Up, Health Care, Health Care Access, Human, Infant, Learning Disorder, Malaysia, Male, Mental Stress, Middle Aged, Multiple Linear Regression Analysis, Newborn, Normal Human, Patient Transport, Perceived Stress Scale, Prediction, Preschool, Preschool Child, Psychological, Psychology, Psychometrics, Psychometry, Quality of Life, Stress, Tertiary Care Center, University Hospital}, pubstate = {published}, tppubtype = {article} } Background: Caregivers of children with autism spectrum disorder (ASD) experience increased stress and more significant negative caregiving consequences than those with typically developing children. There is a lack of studies specifically focusing on stress among caregivers with ASD children in Asian countries. The current study examines levels of perceived stress and factors associated with it among caregivers in Kelantan, Malaysia. Methods: In a cross-sectional study, the Malay version of the Perceived Stress Scale (PSS) was administered to 227 caregivers of children with ASD. The caregivers were recruited from ASD databases in four tertiary hospitals in Kelantan and a meeting was set up during the child’s follow-up in the clinic. Multiple linear regression analyses were applied to determine the predictors of perceived stress. Results: The mean total perceived stress score was 20.84 (4.72). This was considered higher than average. Higher perceived stress was significantly predicted among caregivers who live far from the health institution, caregivers who do not own transportation to bring the child to the treatment center, and caregivers who have an ASD child with a learning disability. Conclusion: Caregivers of an ASD child perceived significant stress while taking care of their children. Institutions should alleviate the factors that were predicted to increase the caregivers’ perceived stress to improve the quality of the lives of children and ASD families as a whole. © 2019 by the authors. Licensee MDPI, Basel, Switzerland. |
Pichitpunpong, C; Thongkorn, S; Kanlayaprasit, S; Yuwattana, W; Plaingam, W; Sangsuthum, S; Aizat, W M; Baharum, S N; Tencomnao, T; Hu, V W; Sarachana, T PLoS ONE, 14 (3), 2019, ISSN: 19326203, (cited By 4). Abstract | Links | BibTeX | Tags: Article, Autism, Autism Spectrum Disorders, Binding Protein, Biological Marker, Biomarkers, Cell Line, Controlled Study, Developmental Disorders, Developmental Language Disorder, Diazepam Binding Inhibitor, Diazepam Binding Inhibitor Protein, Disease Severity, Female, Genetic Analysis, Human, Human Cell, Inflammation, Language Development Disorders, Language Disability, Liquid Chromatography-Mass Spectrometry, Lymphoblastoid Cell, Major Clinical Study, Male, Metabolism, Phenotype, Protein Analysis, Protein Expression, Protein Function, Proteome, Proteomics, Transcription Regulation, Transcriptome, Unclassified Drug, Western Blotting @article{Pichitpunpong2019, title = {Phenotypic subgrouping and multi-omics analyses reveal reduced diazepam-binding inhibitor (DBI) protein levels in autism spectrum disorder with severe language impairment}, author = {C Pichitpunpong and S Thongkorn and S Kanlayaprasit and W Yuwattana and W Plaingam and S Sangsuthum and W M Aizat and S N Baharum and T Tencomnao and V W Hu and T Sarachana}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85063617126&doi=10.1371%2fjournal.pone.0214198&partnerID=40&md5=0a4c25481edee56984a59de94fedc414}, doi = {10.1371/journal.pone.0214198}, issn = {19326203}, year = {2019}, date = {2019-01-01}, journal = {PLoS ONE}, volume = {14}, number = {3}, publisher = {Public Library of Science}, abstract = {Background The mechanisms underlying autism spectrum disorder (ASD) remain unclear, and clinical biomarkers are not yet available for ASD. Differences in dysregulated proteins in ASD have shown little reproducibility, which is partly due to ASD heterogeneity. Recent studies have demonstrated that subgrouping ASD cases based on clinical phenotypes is useful for identifying candidate genes that are dysregulated in ASD subgroups. However, this strategy has not been employed in proteome profiling analyses to identify ASD biomarker proteins for specific subgroups. Methods We therefore conducted a cluster analysis of the Autism Diagnostic Interview-Revised (ADI-R) scores from 85 individuals with ASD to predict subgroups and subsequently identified dysregulated genes by reanalyzing the transcriptome profiles of individuals with ASD and unaffected individuals. Proteome profiling of lymphoblastoid cell lines from these individuals was performed via 2D-gel electrophoresis, and then mass spectrometry. Disrupted proteins were identified and compared to the dysregulated transcripts and reported dysregulated proteins from previous proteome studies. Biological functions were predicted using the Ingenuity Pathway Analysis (IPA) program. Selected proteins were also analyzed by Western blotting. Results The cluster analysis of ADI-R data revealed four ASD subgroups, including ASD with severe language impairment, and transcriptome profiling identified dysregulated genes in each subgroup. Screening via proteome analysis revealed 82 altered proteins in the ASD subgroup with severe language impairment. Eighteen of these proteins were further identified by nano-LC-MS/MS. Among these proteins, fourteen were predicted by IPA to be associated with neurological functions and inflammation. Among these proteins, diazepam-binding inhibitor (DBI) protein was confirmed by Western blot analysis to be expressed at significantly decreased levels in the ASD subgroup with severe language impairment, and the DBI expression levels were correlated with the scores of several ADI-R items. Conclusions By subgrouping individuals with ASD based on clinical phenotypes, and then performing an integrated transcriptome-proteome analysis, we identified DBI as a novel candidate protein for ASD with severe language impairment. The mechanisms of this protein and its potential use as an ASD biomarker warrant further study. © 2019 Pichitpunpong et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.}, note = {cited By 4}, keywords = {Article, Autism, Autism Spectrum Disorders, Binding Protein, Biological Marker, Biomarkers, Cell Line, Controlled Study, Developmental Disorders, Developmental Language Disorder, Diazepam Binding Inhibitor, Diazepam Binding Inhibitor Protein, Disease Severity, Female, Genetic Analysis, Human, Human Cell, Inflammation, Language Development Disorders, Language Disability, Liquid Chromatography-Mass Spectrometry, Lymphoblastoid Cell, Major Clinical Study, Male, Metabolism, Phenotype, Protein Analysis, Protein Expression, Protein Function, Proteome, Proteomics, Transcription Regulation, Transcriptome, Unclassified Drug, Western Blotting}, pubstate = {published}, tppubtype = {article} } Background The mechanisms underlying autism spectrum disorder (ASD) remain unclear, and clinical biomarkers are not yet available for ASD. Differences in dysregulated proteins in ASD have shown little reproducibility, which is partly due to ASD heterogeneity. Recent studies have demonstrated that subgrouping ASD cases based on clinical phenotypes is useful for identifying candidate genes that are dysregulated in ASD subgroups. However, this strategy has not been employed in proteome profiling analyses to identify ASD biomarker proteins for specific subgroups. Methods We therefore conducted a cluster analysis of the Autism Diagnostic Interview-Revised (ADI-R) scores from 85 individuals with ASD to predict subgroups and subsequently identified dysregulated genes by reanalyzing the transcriptome profiles of individuals with ASD and unaffected individuals. Proteome profiling of lymphoblastoid cell lines from these individuals was performed via 2D-gel electrophoresis, and then mass spectrometry. Disrupted proteins were identified and compared to the dysregulated transcripts and reported dysregulated proteins from previous proteome studies. Biological functions were predicted using the Ingenuity Pathway Analysis (IPA) program. Selected proteins were also analyzed by Western blotting. Results The cluster analysis of ADI-R data revealed four ASD subgroups, including ASD with severe language impairment, and transcriptome profiling identified dysregulated genes in each subgroup. Screening via proteome analysis revealed 82 altered proteins in the ASD subgroup with severe language impairment. Eighteen of these proteins were further identified by nano-LC-MS/MS. Among these proteins, fourteen were predicted by IPA to be associated with neurological functions and inflammation. Among these proteins, diazepam-binding inhibitor (DBI) protein was confirmed by Western blot analysis to be expressed at significantly decreased levels in the ASD subgroup with severe language impairment, and the DBI expression levels were correlated with the scores of several ADI-R items. Conclusions By subgrouping individuals with ASD based on clinical phenotypes, and then performing an integrated transcriptome-proteome analysis, we identified DBI as a novel candidate protein for ASD with severe language impairment. The mechanisms of this protein and its potential use as an ASD biomarker warrant further study. © 2019 Pichitpunpong et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. |
Adib, N A N; Ibrahim, M I; Rahman, A A; Bakar, R S; Yahaya, N A; Hussin, S; Mansor, Wan W N A Predictors of caregivers’ satisfaction with the management of children with autism spectrum disorder: A study at multiple levels of health care Journal Article International Journal of Environmental Research and Public Health, 16 (10), 2019, ISSN: 16617827, (cited By 0). Abstract | Links | BibTeX | Tags: Adult, Article, Autism, Autism Spectrum Disorders, Caregiver, Child Care, Children, Comorbidity, Consultation, Controlled Study, Cross-Sectional Study, Female, Health Care, Health Care Delivery, Health Care System, Health Service, Health Worker, Human, Job Satisfaction, Kelantan, Major Clinical Study, Malaysia, Male, Management, Mental Health, Middle Aged, Occupational Therapy, Parent Satisfaction Scale Questionnaire, Perception, Personal Satisfaction, Primary Health Care, Primary Medical Care, Psychology, Questionnaires, Satisfaction, Secondary Health Care, Speech Therapy, Surveys, Tertiary Health Care, West Malaysia @article{Adib2019, title = {Predictors of caregivers’ satisfaction with the management of children with autism spectrum disorder: A study at multiple levels of health care}, author = {N A N Adib and M I Ibrahim and A A Rahman and R S Bakar and N A Yahaya and S Hussin and W N A Wan Mansor}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85066861959&doi=10.3390%2fijerph16101684&partnerID=40&md5=7f7b4ccd7484a6dcc6e2f03375b1ffb7}, doi = {10.3390/ijerph16101684}, issn = {16617827}, year = {2019}, date = {2019-01-01}, journal = {International Journal of Environmental Research and Public Health}, volume = {16}, number = {10}, publisher = {MDPI AG}, abstract = {Background: Caregivers are the initial gatekeepers in the health care management of children with autism spectrum disorder (ASD). Methods: This cross-sectional study aimed to determine the factors associated with caregivers’ satisfaction with different levels of health care services in managing children with ASD in Kelantan. The satisfaction scores of 227 main caregivers of confirmed ASD children were assessed with a modified Parent Satisfaction Scale (PSS) questionnaire. Results: The analysis showed that caregivers who waited longer for a doctor’s consultation in primary care had a reduced PSS score, whereas caregivers who were satisfied with the waiting time in primary care had higher PSS scores. At the secondary care level, caregivers who possessed at least a diploma had reduced PSS scores, whereas caregivers who were satisfied with both doctors’ consultation times and occupational therapy appointments had higher PSS scores. At the tertiary care level, caregivers with an underlying medical problem and who had children undergoing occupational therapy for two months or more had reduced PSS scores. Nevertheless, the analysis showed that caregivers who were concerned with their children’s sleeping problems, who had been informed about parental support, who were satisfied with speech and occupational therapy appointments, who were satisfied with waiting times at tertiary care clinics, and who were satisfied with their doctor’s knowledge and experience had higher PSS scores. Conclusions: This study elucidated the importance of understanding caregivers’ satisfaction in attaining care for their ASD children and highlighted the need to promote factors that would increase caregivers’ satisfaction with current ASD services. © 2019 by the authors. Licensee MDPI, Basel, Switzerland.}, note = {cited By 0}, keywords = {Adult, Article, Autism, Autism Spectrum Disorders, Caregiver, Child Care, Children, Comorbidity, Consultation, Controlled Study, Cross-Sectional Study, Female, Health Care, Health Care Delivery, Health Care System, Health Service, Health Worker, Human, Job Satisfaction, Kelantan, Major Clinical Study, Malaysia, Male, Management, Mental Health, Middle Aged, Occupational Therapy, Parent Satisfaction Scale Questionnaire, Perception, Personal Satisfaction, Primary Health Care, Primary Medical Care, Psychology, Questionnaires, Satisfaction, Secondary Health Care, Speech Therapy, Surveys, Tertiary Health Care, West Malaysia}, pubstate = {published}, tppubtype = {article} } Background: Caregivers are the initial gatekeepers in the health care management of children with autism spectrum disorder (ASD). Methods: This cross-sectional study aimed to determine the factors associated with caregivers’ satisfaction with different levels of health care services in managing children with ASD in Kelantan. The satisfaction scores of 227 main caregivers of confirmed ASD children were assessed with a modified Parent Satisfaction Scale (PSS) questionnaire. Results: The analysis showed that caregivers who waited longer for a doctor’s consultation in primary care had a reduced PSS score, whereas caregivers who were satisfied with the waiting time in primary care had higher PSS scores. At the secondary care level, caregivers who possessed at least a diploma had reduced PSS scores, whereas caregivers who were satisfied with both doctors’ consultation times and occupational therapy appointments had higher PSS scores. At the tertiary care level, caregivers with an underlying medical problem and who had children undergoing occupational therapy for two months or more had reduced PSS scores. Nevertheless, the analysis showed that caregivers who were concerned with their children’s sleeping problems, who had been informed about parental support, who were satisfied with speech and occupational therapy appointments, who were satisfied with waiting times at tertiary care clinics, and who were satisfied with their doctor’s knowledge and experience had higher PSS scores. Conclusions: This study elucidated the importance of understanding caregivers’ satisfaction in attaining care for their ASD children and highlighted the need to promote factors that would increase caregivers’ satisfaction with current ASD services. © 2019 by the authors. Licensee MDPI, Basel, Switzerland. |
2018 |
Ibrahim, Zuraida; Alias, Maizam A Review on Using Assistive Technology to Enhance Social Skills Competence Among Children with Autism Spectrum Disorder (ASD) Journal Article ADVANCED SCIENCE LETTERS, 24 (6), pp. 4250-4254, 2018, ISSN: 1936-6612, (International Conference on Science, Engineering, Management and Social Sciences (ICSEMSS), Univ Teknologi Malaysia, Johor Bahru, MALAYSIA, OCT 06-08, 2016). Abstract | Links | BibTeX | Tags: Assistive Technology, Autism Spectrum Disorders, Early Intervention, Social Skills Competence @article{ISI:000444996500092, title = {A Review on Using Assistive Technology to Enhance Social Skills Competence Among Children with Autism Spectrum Disorder (ASD)}, author = {Zuraida Ibrahim and Maizam Alias}, doi = {10.1166/asl.2018.11582}, issn = {1936-6612}, year = {2018}, date = {2018-06-01}, journal = {ADVANCED SCIENCE LETTERS}, volume = {24}, number = {6}, pages = {4250-4254}, publisher = {AMER SCIENTIFIC PUBLISHERS}, address = {26650 THE OLD RD, STE 208, VALENCIA, CA 91381-0751 USA}, organization = {Univ Teknologi Malaysia, Int Student Soc; Int Students Ctr; Univ Teknologi Malaysia, Inst Sultan Iskandar}, abstract = {This paper is intended to explore published reports, journals and articles concerning the implementation of Special Education in Malaysia. The literature review targets the Malaysian education system, focusing on students with special education need (SEN); in particular students with Autism Spectrum Disorder (ASD) in an attempt to describe the current state of understanding on current issues and gaps that lies within them. Specifically, the objectives of this review are to (a) identify effective intervention for ASD children, (b) identify appropriate domains for social skills competence, and (c) to make suggestions for future research. A narrative review was conducted on available literature to provide the explanations on existing knowledge related to the Malaysian education system, special education, ASD, teaching and learning approach for ASD children and effective intervention for ASD children. The findings from the narrative review indicate that inadequate social interaction is the main factor contributing to social skills deficit in ASD children in special education. The skills deficit consequently leads to problems with educators, peers, incompetence for independent living and lack of acceptance by society. The majority of literature makes recommendations on the implementation of assistive technology for skills enhancement. Furthermore, social interaction, social communication, social emotional and social behaviour were identified as domains for social skills competence in ASD children. Overall, the finding from the narrative review provides some support for conducting future research on the implementation of assistive technology in early intervention to enhance the teaching and learning process of social skills competence among ASD children.}, note = {International Conference on Science, Engineering, Management and Social Sciences (ICSEMSS), Univ Teknologi Malaysia, Johor Bahru, MALAYSIA, OCT 06-08, 2016}, keywords = {Assistive Technology, Autism Spectrum Disorders, Early Intervention, Social Skills Competence}, pubstate = {published}, tppubtype = {article} } This paper is intended to explore published reports, journals and articles concerning the implementation of Special Education in Malaysia. The literature review targets the Malaysian education system, focusing on students with special education need (SEN); in particular students with Autism Spectrum Disorder (ASD) in an attempt to describe the current state of understanding on current issues and gaps that lies within them. Specifically, the objectives of this review are to (a) identify effective intervention for ASD children, (b) identify appropriate domains for social skills competence, and (c) to make suggestions for future research. A narrative review was conducted on available literature to provide the explanations on existing knowledge related to the Malaysian education system, special education, ASD, teaching and learning approach for ASD children and effective intervention for ASD children. The findings from the narrative review indicate that inadequate social interaction is the main factor contributing to social skills deficit in ASD children in special education. The skills deficit consequently leads to problems with educators, peers, incompetence for independent living and lack of acceptance by society. The majority of literature makes recommendations on the implementation of assistive technology for skills enhancement. Furthermore, social interaction, social communication, social emotional and social behaviour were identified as domains for social skills competence in ASD children. Overall, the finding from the narrative review provides some support for conducting future research on the implementation of assistive technology in early intervention to enhance the teaching and learning process of social skills competence among ASD children. |
Wahdi, Abdul E V F; Dzulkifli, M A The effectiveness of computer-assisted instruction in vocabulary learning Conference Institute of Electrical and Electronics Engineers Inc., 2018, ISBN: 9781538675250, (cited By 0). Abstract | Links | BibTeX | Tags: Autism Spectrum Disorders, Children with Autism, Computer Aided Instruction, Computer Assisted Instruction, Diseases, E-learning, Language, Vocabulary Learning @conference{AbdulWahdi2018219, title = {The effectiveness of computer-assisted instruction in vocabulary learning}, author = {E V F Abdul Wahdi and M A Dzulkifli}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85060451986&doi=10.1109%2fICT4M.2018.00048&partnerID=40&md5=81d87b5f8564c0edb66e7ece650154cd}, doi = {10.1109/ICT4M.2018.00048}, isbn = {9781538675250}, year = {2018}, date = {2018-01-01}, journal = {Proceedings - International Conference on Information and Communication Technology for the Muslim World 2018, ICT4M 2018}, pages = {219-226}, publisher = {Institute of Electrical and Electronics Engineers Inc.}, abstract = {The present study aimed to examine the effectiveness of computer-assisted instruction (CAI) on vocabulary learning for children with Autism Spectrum Disorder (ASD) who are non-native English speakers. A lack of educational strategies may hinder the children from benefitting the most from their education. Previous literature has demonstrated that CAI can be effective in enhancing language development. However, research on the applicability of CAI in the Malaysian context whom majority are non-native English speakers is limited. 29 children with ASD aged four to seven were recruited through purposive sampling from two branches of an autism centre. The present study employed an experimental mixed-design in which the children were assigned to two groups which are CAI and a control group (non-CAI) based on the centre they attended. The CAI group used computer with software program of First Word II while the control group received the conventional teaching instruction. Results of a 2 x 2 mixed ANOVA indicate that there were significant main effects of time (i.e., pre and post intervention) on both participants' receptive and expressive vocabulary learning. Potential explanations of these findings were discussed in this study. Implications, strengths, limitations, and recommendations for future research were also discussed. © 2018 IEEE.}, note = {cited By 0}, keywords = {Autism Spectrum Disorders, Children with Autism, Computer Aided Instruction, Computer Assisted Instruction, Diseases, E-learning, Language, Vocabulary Learning}, pubstate = {published}, tppubtype = {conference} } The present study aimed to examine the effectiveness of computer-assisted instruction (CAI) on vocabulary learning for children with Autism Spectrum Disorder (ASD) who are non-native English speakers. A lack of educational strategies may hinder the children from benefitting the most from their education. Previous literature has demonstrated that CAI can be effective in enhancing language development. However, research on the applicability of CAI in the Malaysian context whom majority are non-native English speakers is limited. 29 children with ASD aged four to seven were recruited through purposive sampling from two branches of an autism centre. The present study employed an experimental mixed-design in which the children were assigned to two groups which are CAI and a control group (non-CAI) based on the centre they attended. The CAI group used computer with software program of First Word II while the control group received the conventional teaching instruction. Results of a 2 x 2 mixed ANOVA indicate that there were significant main effects of time (i.e., pre and post intervention) on both participants' receptive and expressive vocabulary learning. Potential explanations of these findings were discussed in this study. Implications, strengths, limitations, and recommendations for future research were also discussed. © 2018 IEEE. |
Razi, N I M; Rahman, A W A; Kamaruddin, N Neurophysiological analysis of porn addiction to learning disabilities Conference Institute of Electrical and Electronics Engineers Inc., 2018, ISBN: 9781538675250, (cited By 2). Abstract | Links | BibTeX | Tags: Attention Deficit Hyperactivity Disorder, Autism Spectrum Disorders, Diseases, Dyslexia, Electroencephalography, Learning Disorder, Neurophysiological, Neurophysiology, Porn Addiction @conference{Razi2018272, title = {Neurophysiological analysis of porn addiction to learning disabilities}, author = {N I M Razi and A W A Rahman and N Kamaruddin}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85060456087&doi=10.1109%2fICT4M.2018.00057&partnerID=40&md5=40b96e377414d3bed38a2803752c165a}, doi = {10.1109/ICT4M.2018.00057}, isbn = {9781538675250}, year = {2018}, date = {2018-01-01}, journal = {Proceedings - International Conference on Information and Communication Technology for the Muslim World 2018, ICT4M 2018}, pages = {272-277}, publisher = {Institute of Electrical and Electronics Engineers Inc.}, abstract = {Learning disability results from a reduced intellectual ability that can be observed from the lack of listening, speaking, reading, writing, reasoning, or mathematical proficiencies. Such condition may expose the children from the unfiltered porn contents freely available from the Internet as they are unaware or have minimal understanding of the negative effects of the pornographic contents. The exposure to pornographic contents that are unmonitored may result to porn addiction as it may trigger excitement and pleasure induced. Hence, this paper attempts to explore the empirical evidence of the correlation between learning disability and pornography addiction by using the electroencephalogram (EEG) of children from a private psychology clinic. The experimental results show that, there are weak correlation between learning disability based on the EEG frequency bands and porn addiction. It can be hoped that such approach is a stepping step in further exploring the relationship between porn addiction and learning disability. © 2018 IEEE.}, note = {cited By 2}, keywords = {Attention Deficit Hyperactivity Disorder, Autism Spectrum Disorders, Diseases, Dyslexia, Electroencephalography, Learning Disorder, Neurophysiological, Neurophysiology, Porn Addiction}, pubstate = {published}, tppubtype = {conference} } Learning disability results from a reduced intellectual ability that can be observed from the lack of listening, speaking, reading, writing, reasoning, or mathematical proficiencies. Such condition may expose the children from the unfiltered porn contents freely available from the Internet as they are unaware or have minimal understanding of the negative effects of the pornographic contents. The exposure to pornographic contents that are unmonitored may result to porn addiction as it may trigger excitement and pleasure induced. Hence, this paper attempts to explore the empirical evidence of the correlation between learning disability and pornography addiction by using the electroencephalogram (EEG) of children from a private psychology clinic. The experimental results show that, there are weak correlation between learning disability based on the EEG frequency bands and porn addiction. It can be hoped that such approach is a stepping step in further exploring the relationship between porn addiction and learning disability. © 2018 IEEE. |
Hasan, C Z C; Jailani, R; Tahir, N M; Desaa, H M Vertical ground reaction force gait patterns during walking in children with autism spectrum disorders Journal Article International Journal of Engineering, Transactions B: Applications, 31 (5), pp. 705-711, 2018, ISSN: 1728144X, (cited By 1). Abstract | Links | BibTeX | Tags: 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 @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} } 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. |
Ishak, N I; Yusof, H M; Sidek, S N; Jaalan, Z Interactive robotic platform for education and language skill rehabilitation Conference 2017-November , Institute of Electrical and Electronics Engineers Inc., 2018, ISBN: 9781538639603, (cited By 0). Abstract | Links | BibTeX | Tags: Autism, Autism Spectrum Disorders, Autistic Children, Children with Autism, Communication Skills, Diseases, Eye Movement, Facial Expression, High Level Controllers, Human Robot Interaction, Interactive Robotics, Machine Design, Patient Rehabilitation, Robotics @conference{Ishak20181, title = {Interactive robotic platform for education and language skill rehabilitation}, author = {N I Ishak and H M Yusof and S N Sidek and Z Jaalan}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85050632534&doi=10.1109%2fICSIMA.2017.8312031&partnerID=40&md5=d2a223b2a4623560320389638990a308}, doi = {10.1109/ICSIMA.2017.8312031}, isbn = {9781538639603}, year = {2018}, date = {2018-01-01}, journal = {2017 IEEE International Conference on Smart Instrumentation, Measurement and Applications, ICSIMA 2017}, volume = {2017-November}, pages = {1-5}, publisher = {Institute of Electrical and Electronics Engineers Inc.}, abstract = {In this paper, we present the mechanism and system design of a robot that is suitable for rehabilitation process for autistic children. Through some researches, robot seems to have the ability to improve the communication skills of the children with autism. An interactive robotic platform has been developed taking into consideration the robot appearance and features to encourage positive outcome in the rehabilitation of autism spectrum disorder (ASD) children. The interaction between the robot and the child included language skills, eye contact, imitation behavior, facial expression and movement of the robot. Here, a high-level controller is integrated to the system to help therapist monitors the children's reactions towards the robot. In result, the developed robot has the ability to help therapist to diagnose and conclude the therapy session in a shorter period. © 2017 IEEE.}, note = {cited By 0}, keywords = {Autism, Autism Spectrum Disorders, Autistic Children, Children with Autism, Communication Skills, Diseases, Eye Movement, Facial Expression, High Level Controllers, Human Robot Interaction, Interactive Robotics, Machine Design, Patient Rehabilitation, Robotics}, pubstate = {published}, tppubtype = {conference} } In this paper, we present the mechanism and system design of a robot that is suitable for rehabilitation process for autistic children. Through some researches, robot seems to have the ability to improve the communication skills of the children with autism. An interactive robotic platform has been developed taking into consideration the robot appearance and features to encourage positive outcome in the rehabilitation of autism spectrum disorder (ASD) children. The interaction between the robot and the child included language skills, eye contact, imitation behavior, facial expression and movement of the robot. Here, a high-level controller is integrated to the system to help therapist monitors the children's reactions towards the robot. In result, the developed robot has the ability to help therapist to diagnose and conclude the therapy session in a shorter period. © 2017 IEEE. |
Aziz, A A; Moganan, F F M; Mokhsin, M; Sakamat, N; Ismail, A Humanoid robot intervention with autism: The conceptual model in demonstrating the emotional responses of children with autism Journal Article Advances in Intelligent Systems and Computing, 739 , pp. 574-579, 2018, ISSN: 21945357, (cited By 0). Abstract | Links | BibTeX | Tags: Anthropomorphic Robots, Autism Spectrum Disorders, Autistic Children, Children with Autism, Conceptual Model, Developmental Disorders, Diseases, Emotion, Emotional Response, Humanoid Robot, Robotics, Robots @article{Aziz2018574, title = {Humanoid robot intervention with autism: The conceptual model in demonstrating the emotional responses of children with autism}, author = {A A Aziz and F F M Moganan and M Mokhsin and N Sakamat and A Ismail}, editor = {Levy Mohd Lokman Chen P A K Koyama S. Yamanaka T.}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85044186403&doi=10.1007%2f978-981-10-8612-0_60&partnerID=40&md5=76beda967357c1b4445593f4f3bb00fe}, doi = {10.1007/978-981-10-8612-0_60}, issn = {21945357}, year = {2018}, date = {2018-01-01}, journal = {Advances in Intelligent Systems and Computing}, volume = {739}, pages = {574-579}, publisher = {Springer Verlag}, abstract = {Autism is a lifelong developmental disorder often associated with the inability to interact and communicate with others in meaningful ways. Few studies have actually proven that individuals with autism are facing difficulties in extracting and interpreting the emotion of others. This has led to the misbelief that individuals with autism are emotionless. This paper aims to demonstrate that given the right triggers, individuals with autism will show certain level of emotional responses. With its main objectives being (i) To study the previous research on the impact of Humanoid Robot Intervention on autistic children’s emotional responses and (ii) To illustrate the conceptual model that can further elevate the emotional responses of an autistic child, it is with the best hope that the model can further aid researchers in understanding the autistic children’s emotional responses while engaging with the humanoid robot, thus may help in creating a more meaningful and successful interaction session. © Springer Nature Singapore Pte Ltd. 2018.}, note = {cited By 0}, keywords = {Anthropomorphic Robots, Autism Spectrum Disorders, Autistic Children, Children with Autism, Conceptual Model, Developmental Disorders, Diseases, Emotion, Emotional Response, Humanoid Robot, Robotics, Robots}, pubstate = {published}, tppubtype = {article} } Autism is a lifelong developmental disorder often associated with the inability to interact and communicate with others in meaningful ways. Few studies have actually proven that individuals with autism are facing difficulties in extracting and interpreting the emotion of others. This has led to the misbelief that individuals with autism are emotionless. This paper aims to demonstrate that given the right triggers, individuals with autism will show certain level of emotional responses. With its main objectives being (i) To study the previous research on the impact of Humanoid Robot Intervention on autistic children’s emotional responses and (ii) To illustrate the conceptual model that can further elevate the emotional responses of an autistic child, it is with the best hope that the model can further aid researchers in understanding the autistic children’s emotional responses while engaging with the humanoid robot, thus may help in creating a more meaningful and successful interaction session. © Springer Nature Singapore Pte Ltd. 2018. |
Ghazali, R; Soon, C C; Hassan, S N S; Sulaiman, N Design and development of therapeutic aid tools using human-machine interaction approach for children with autism spectrum disorder Journal Article Advances in Intelligent Systems and Computing, 739 , pp. 530-537, 2018, ISSN: 21945357, (cited By 0). Abstract | Links | BibTeX | Tags: Autism Spectrum Disorders, Children with Autism, Communication Skills, Design and Development, Diseases, Economic and Social Effects, Human Machine Interaction, Human Robot Interaction, Learning, Man Machine Systems, Patient Rehabilitation, Robotics, Social Interactions, Technology Enhancements @article{Ghazali2018530, title = {Design and development of therapeutic aid tools using human-machine interaction approach for children with autism spectrum disorder}, author = {R Ghazali and C C Soon and S N S Hassan and N Sulaiman}, editor = {Levy Mohd Lokman Chen P A K Koyama S. Yamanaka T.}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85044232513&doi=10.1007%2f978-981-10-8612-0_55&partnerID=40&md5=94310d263566c262486065187e7d4f09}, doi = {10.1007/978-981-10-8612-0_55}, issn = {21945357}, year = {2018}, date = {2018-01-01}, journal = {Advances in Intelligent Systems and Computing}, volume = {739}, pages = {530-537}, publisher = {Springer Verlag}, abstract = {The development of human–machine interaction as teaching and therapeutic aid tools for therapist as well as parents of children with various levels of autism spectrum disorder (ASD) has been widely developed amongst the researchers and academician. The technology enhancement by integrating robotics and automation is purposely established to provide assistance for children with ASD that suffer from brain development, social interaction, communication skill, and cognitive function. Therefore, this paper presents the development and evaluation of the therapeutic aid tools through human-machine interaction approaches. Apart from attracting the children with ASD to participate in rehabilitation and learning process, these tools are purposely designed to encourage children with ASD to learn and react using the various interactive physical games. In the evaluation process, the completion time has been recorded in the continuation of three attempts for the comparison purpose. As a result, the combination of technology in this therapeutic aid tools will enhance the level of thinking and elevate the activities during the therapy process. As a conclusion, different methods can be enhanced to support children with ASD through the existing technologies and thus provide new alternatives in therapy process. © Springer Nature Singapore Pte Ltd. 2018.}, note = {cited By 0}, keywords = {Autism Spectrum Disorders, Children with Autism, Communication Skills, Design and Development, Diseases, Economic and Social Effects, Human Machine Interaction, Human Robot Interaction, Learning, Man Machine Systems, Patient Rehabilitation, Robotics, Social Interactions, Technology Enhancements}, pubstate = {published}, tppubtype = {article} } The development of human–machine interaction as teaching and therapeutic aid tools for therapist as well as parents of children with various levels of autism spectrum disorder (ASD) has been widely developed amongst the researchers and academician. The technology enhancement by integrating robotics and automation is purposely established to provide assistance for children with ASD that suffer from brain development, social interaction, communication skill, and cognitive function. Therefore, this paper presents the development and evaluation of the therapeutic aid tools through human-machine interaction approaches. Apart from attracting the children with ASD to participate in rehabilitation and learning process, these tools are purposely designed to encourage children with ASD to learn and react using the various interactive physical games. In the evaluation process, the completion time has been recorded in the continuation of three attempts for the comparison purpose. As a result, the combination of technology in this therapeutic aid tools will enhance the level of thinking and elevate the activities during the therapy process. As a conclusion, different methods can be enhanced to support children with ASD through the existing technologies and thus provide new alternatives in therapy process. © Springer Nature Singapore Pte Ltd. 2018. |
Azahari, Ahmad I N N B; Ahmad, Wan W F; Hashim, A S Evaluation of video modeling application to teach social interaction skills to autistic children Journal Article Communications in Computer and Information Science, 886 , pp. 125-135, 2018, ISSN: 18650929, (cited By 0). Abstract | Links | BibTeX | Tags: Autism Spectrum Disorders, Autistic Children, Children with Autism, Communication Skills, Computer, Computer Science, Diseases, Learning Materials, Mental Disorders, Mobile Applications, Mobile Technology, Social Interactions @article{AhmadAzahari2018125, title = {Evaluation of video modeling application to teach social interaction skills to autistic children}, author = {I N N B Ahmad Azahari and W F Wan Ahmad and A S Hashim}, editor = {Foth M Abdullah N. Wan Adnan W.A.}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85052957663&doi=10.1007%2f978-981-13-1628-9_12&partnerID=40&md5=25564063d73e43461ac32389f19c9e05}, doi = {10.1007/978-981-13-1628-9_12}, issn = {18650929}, year = {2018}, date = {2018-01-01}, journal = {Communications in Computer and Information Science}, volume = {886}, pages = {125-135}, publisher = {Springer Verlag}, abstract = {Autism Social Aid (ASD) is a mental disorder that affects a person at an early age. People with ASD show deficiencies in daily living abilities that lead to impairment in their independence skill, restrict their social involvement which leads to poor living style. This rooted from their key personal behaviours, which are impairment in social and communication skills. However, with the availability of mobile technology that engages education through video modelling, it has become more practical for educators to train daily living skills for individuals with ASD. Consequently a Video Modelling Application called ‘Autism Social-Aid’ was created to provide a supplementary learning material envisioned to help stimulate children with ASD in the learning process. The purpose of this study is to evaluate the effects of video modelling in teaching five children diagnosed with medium-functioning ASD to understand social interaction skills. The children went through three trials of the evaluation phases. Results revealed that video modelling was effective as all of the children were able to display positive improvements from the first trial to the third trial. As a result, all of them have reduced an average 77% of the total prompt needed to remain focus on the video lesson and an average of 70% number of errors was reduced during the quiz evaluation. © 2018, Springer Nature Singapore Pte Ltd.}, note = {cited By 0}, keywords = {Autism Spectrum Disorders, Autistic Children, Children with Autism, Communication Skills, Computer, Computer Science, Diseases, Learning Materials, Mental Disorders, Mobile Applications, Mobile Technology, Social Interactions}, pubstate = {published}, tppubtype = {article} } Autism Social Aid (ASD) is a mental disorder that affects a person at an early age. People with ASD show deficiencies in daily living abilities that lead to impairment in their independence skill, restrict their social involvement which leads to poor living style. This rooted from their key personal behaviours, which are impairment in social and communication skills. However, with the availability of mobile technology that engages education through video modelling, it has become more practical for educators to train daily living skills for individuals with ASD. Consequently a Video Modelling Application called ‘Autism Social-Aid’ was created to provide a supplementary learning material envisioned to help stimulate children with ASD in the learning process. The purpose of this study is to evaluate the effects of video modelling in teaching five children diagnosed with medium-functioning ASD to understand social interaction skills. The children went through three trials of the evaluation phases. Results revealed that video modelling was effective as all of the children were able to display positive improvements from the first trial to the third trial. As a result, all of them have reduced an average 77% of the total prompt needed to remain focus on the video lesson and an average of 70% number of errors was reduced during the quiz evaluation. © 2018, Springer Nature Singapore Pte Ltd. |
Khowaja, K; Al-Thani, D; Salim, S S 2018-October , Dechema e.V., 2018, ISSN: 20490992, (cited By 1). Abstract | Links | BibTeX | Tags: Artificial Intelligence, Autism Spectrum Disorders, Children with Autism, Comparison of Performance, Diseases, Game Prototypes, Games, Instruction Methods, Maintenance, Prototype, Research, Serious Games, Vocabulary Learning @conference{Khowaja2018288, title = {Vocabulary learning of children with autism spectrum disorder (Asd): From the development to an evaluation of serious game prototype}, author = {K Khowaja and D Al-Thani and S S Salim}, editor = {Ciussi M.}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85058940806&partnerID=40&md5=02b800c8fa997482a73efac067b59fc9}, issn = {20490992}, year = {2018}, date = {2018-01-01}, journal = {Proceedings of the European Conference on Games-based Learning}, volume = {2018-October}, pages = {288-298}, publisher = {Dechema e.V.}, abstract = {The review of the literature has shown that despite the effectiveness of serious games in the learning of various skills of children with autism spectrum disorder (ASD), they have been underutilised for the learning of vocabulary among children with ASD. This paper presents the development and evaluation of a serious game prototype for the vocabulary learning of children with ASD. The serious game design framework, especially for children with ASD, was used as a basis to support from the design to the development of the prototype. This framework includes components from the ASD perspective and components used in the existing serious game design frameworks for typical children perspective and the game design in general. To elicit requirements on the ASD components (autism behaviours, instruction method, strategies, and modalities) of the framework, a detailed survey study was conducted with the teachers working at the schools or centres for children with ASD. The results of this study contributed to the development of a prototype. The single-subject research design (SSRD) was used as a research design for the evaluation of prototype and analyse its impact on the improvement of autism behaviours targeted in the prototype over the period of time. The evaluation of prototype was carried out in terms of the number of correct responses given, number of attempts made to identify the correct answer and time taken to identify the correct option. The comparison of performance from the baseline to intervention and maintenance using serious game prototype show that learning of vocabulary items among children with ASD improved after using the prototype and they retained items at the end of weeks 1 and 2 following the withdrawal of intervention. The number of attempts made reduced from the baseline to intervention and then remained the same during maintenance. The time taken to identify the correct answer marginally increased from the baseline to the intervention but reduced during the maintenance in comparison to the baseline. © 2018, Dechema e.V. All rights reserved.}, note = {cited By 1}, keywords = {Artificial Intelligence, Autism Spectrum Disorders, Children with Autism, Comparison of Performance, Diseases, Game Prototypes, Games, Instruction Methods, Maintenance, Prototype, Research, Serious Games, Vocabulary Learning}, pubstate = {published}, tppubtype = {conference} } The review of the literature has shown that despite the effectiveness of serious games in the learning of various skills of children with autism spectrum disorder (ASD), they have been underutilised for the learning of vocabulary among children with ASD. This paper presents the development and evaluation of a serious game prototype for the vocabulary learning of children with ASD. The serious game design framework, especially for children with ASD, was used as a basis to support from the design to the development of the prototype. This framework includes components from the ASD perspective and components used in the existing serious game design frameworks for typical children perspective and the game design in general. To elicit requirements on the ASD components (autism behaviours, instruction method, strategies, and modalities) of the framework, a detailed survey study was conducted with the teachers working at the schools or centres for children with ASD. The results of this study contributed to the development of a prototype. The single-subject research design (SSRD) was used as a research design for the evaluation of prototype and analyse its impact on the improvement of autism behaviours targeted in the prototype over the period of time. The evaluation of prototype was carried out in terms of the number of correct responses given, number of attempts made to identify the correct answer and time taken to identify the correct option. The comparison of performance from the baseline to intervention and maintenance using serious game prototype show that learning of vocabulary items among children with ASD improved after using the prototype and they retained items at the end of weeks 1 and 2 following the withdrawal of intervention. The number of attempts made reduced from the baseline to intervention and then remained the same during maintenance. The time taken to identify the correct answer marginally increased from the baseline to the intervention but reduced during the maintenance in comparison to the baseline. © 2018, Dechema e.V. All rights reserved. |
Min, W K; Theng, L B Integration of digital social story intervention into differentiated instruction framework Journal Article Journal of Integrated Design and Process Science, 21 (4), pp. 41-56, 2018, ISSN: 10920617, (cited By 1). Abstract | Links | BibTeX | Tags: Autism Spectrum Disorders, Differentiated Instruction, Diseases, E-learning, Human Intervention, Social behaviour, Social Communications, Social Skills, Social Stories, Social Story Interventions, Teaching @article{Min201841, title = {Integration of digital social story intervention into differentiated instruction framework}, author = {W K Min and L B Theng}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85056467196&doi=10.3233%2fjid-2017-0008&partnerID=40&md5=fdc3f6472d188fb0fc7b949800a99b4d}, doi = {10.3233/jid-2017-0008}, issn = {10920617}, year = {2018}, date = {2018-01-01}, journal = {Journal of Integrated Design and Process Science}, volume = {21}, number = {4}, pages = {41-56}, publisher = {IOS Press}, abstract = {Social communication impairment is pervasive among children diagnosed with Autism Spectrum Disorder (ASD) and participating in the respective community as a full-fledge member requires positive social behaviours. To help these children acquire acceptable social behaviours, social story approach as an eminent social skills intervention technique makes use of engaging and relevant social stories. Though reported effective, not all social stories created are equally effective for all children in addition to a significant amount of human intervention this approach requires and teacher/ caretaker's difficulties in providing full-individualized attention. This study investigated how digital social stories intervention augmented with differentiated instructions could help overcome these drawbacks while supplementing the social communication needs of the children with ASD. The results of this study were positive and the proposed approach was effective in improving social behaviours of the children with ASD. © 2017 - IOS Press and the authors. All rights reserved.}, note = {cited By 1}, keywords = {Autism Spectrum Disorders, Differentiated Instruction, Diseases, E-learning, Human Intervention, Social behaviour, Social Communications, Social Skills, Social Stories, Social Story Interventions, Teaching}, pubstate = {published}, tppubtype = {article} } Social communication impairment is pervasive among children diagnosed with Autism Spectrum Disorder (ASD) and participating in the respective community as a full-fledge member requires positive social behaviours. To help these children acquire acceptable social behaviours, social story approach as an eminent social skills intervention technique makes use of engaging and relevant social stories. Though reported effective, not all social stories created are equally effective for all children in addition to a significant amount of human intervention this approach requires and teacher/ caretaker's difficulties in providing full-individualized attention. This study investigated how digital social stories intervention augmented with differentiated instructions could help overcome these drawbacks while supplementing the social communication needs of the children with ASD. The results of this study were positive and the proposed approach was effective in improving social behaviours of the children with ASD. © 2017 - IOS Press and the authors. All rights reserved. |
Toh, T -H; Tan, V W -Y; Lau, P S -T; Kiyu, A Accuracy of Modified Checklist for Autism in Toddlers (M-CHAT) in Detecting Autism and Other Developmental Disorders in Community Clinics Journal Article Journal of Autism and Developmental Disorders, 48 (1), pp. 28-35, 2018, ISSN: 01623257, (cited By 9). Abstract | Links | BibTeX | Tags: Article, Autism, Autism Assessment, Autism Spectrum Disorders, Checklist, Children, Cohort Analysis, Cohort Studies, Community Health Centers, Developmental Disorders, Diagnostic Accuracy, Female, Health Center, Human, Infant, Major Clinical Study, Malaysia, Male, Mass Screening, Modified Checklist for Autism in Toddlers, Pediatric Hospital, Predictive Value, Preschool, Preschool Child, Priority Journal, Procedures, Psychology, Retrospective Studies, Retrospective Study, Sensitivity and Specificity, Standards, Toddler @article{Toh201828, title = {Accuracy of Modified Checklist for Autism in Toddlers (M-CHAT) in Detecting Autism and Other Developmental Disorders in Community Clinics}, author = {T -H Toh and V W -Y Tan and P S -T Lau and A Kiyu}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85028764085&doi=10.1007%2fs10803-017-3287-x&partnerID=40&md5=21bce2407197b8b1e43b4420d274861b}, doi = {10.1007/s10803-017-3287-x}, issn = {01623257}, year = {2018}, date = {2018-01-01}, journal = {Journal of Autism and Developmental Disorders}, volume = {48}, number = {1}, pages = {28-35}, publisher = {Springer New York LLC}, abstract = {This study determined the accuracy of Modified Checklist for Autism in Toddlers (M-CHAT) in detecting toddlers with autism spectrum disorder (ASD) and other developmental disorders (DD) in community mother and child health clinics. We analysed 19,297 eligible toddlers (15–36 months) who had M-CHAT performed in 2006–2011. Overall sensitivities for detecting ASD and all DD were poor but better in the 21 to <27 months and 27–36-month age cohorts (54.5–64.3%). Although positive predictive value (PPV) was poor for ASD, especially the younger cohort, positive M-CHAT helped in detecting all DD (PPV = 81.6%). This suggested M-CHAT for screening ASD was accurate for older cohorts (>21 months) and a useful screening tool for all DD. © 2017, Springer Science+Business Media, LLC.}, note = {cited By 9}, keywords = {Article, Autism, Autism Assessment, Autism Spectrum Disorders, Checklist, Children, Cohort Analysis, Cohort Studies, Community Health Centers, Developmental Disorders, Diagnostic Accuracy, Female, Health Center, Human, Infant, Major Clinical Study, Malaysia, Male, Mass Screening, Modified Checklist for Autism in Toddlers, Pediatric Hospital, Predictive Value, Preschool, Preschool Child, Priority Journal, Procedures, Psychology, Retrospective Studies, Retrospective Study, Sensitivity and Specificity, Standards, Toddler}, pubstate = {published}, tppubtype = {article} } This study determined the accuracy of Modified Checklist for Autism in Toddlers (M-CHAT) in detecting toddlers with autism spectrum disorder (ASD) and other developmental disorders (DD) in community mother and child health clinics. We analysed 19,297 eligible toddlers (15–36 months) who had M-CHAT performed in 2006–2011. Overall sensitivities for detecting ASD and all DD were poor but better in the 21 to <27 months and 27–36-month age cohorts (54.5–64.3%). Although positive predictive value (PPV) was poor for ASD, especially the younger cohort, positive M-CHAT helped in detecting all DD (PPV = 81.6%). This suggested M-CHAT for screening ASD was accurate for older cohorts (>21 months) and a useful screening tool for all DD. © 2017, Springer Science+Business Media, LLC. |
Paudel, Y N; Shaikh, M F; Shah, S; Kumari, Y; Othman, I Role of inflammation in epilepsy and neurobehavioral comorbidities: Implication for therapy Journal Article European Journal of Pharmacology, 837 , pp. 145-155, 2018, ISSN: 00142999, (cited By 14). Abstract | Links | BibTeX | Tags: 3 Dioxygenase, Acetylsalicylic Acid, Adalimumab, Anakinra, Animals, Anti-Inflammatory Agents, Anxiety, Autacoid, Autism, Autism Spectrum Disorders, Behaviour Disorder, Belnacasan, Celecoxib, Cognition, Comorbidity, Complication, Cyclooxygenase 2, Cyclooxygenase 2 Inhibitor, Cytokine, Cytokines, Depression, Dexmedetomidine, Disease Association, Dopaminergic Transmission, Electroencephalogram, Electroencephalography, Epilepsy, Epileptogenesis, Esculetin, High Mobility Group B1 Protein, Human, Ibuprofen, Icariin, IImmunoglobulin Enhancer Binding Protein, Immunology, Indoleamine 2, Inflammation, Inflammation Mediators, Infliximab, Interleukin 1beta, Interleukin 6, Minocycline, Nerve Cell Plasticity, Nervous System Development, Nervous System Inflammation, Neuroendocrine Regulation, Neurotransmitter Release, Nonhuman, Palmidrol, Paracetamol, Physiology, Priority Journal, Prostaglandin E2, Psychology, Review, SC 51089, Schizophrenia, Toll-Like Receptor 4, Transforming Growth Factor Beta, Tryptophan Hydroxylase, Tumor Necrosis Factor, Unclassified Drug @article{Paudel2018145, title = {Role of inflammation in epilepsy and neurobehavioral comorbidities: Implication for therapy}, author = {Y N Paudel and M F Shaikh and S Shah and Y Kumari and I Othman}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85053082063&doi=10.1016%2fj.ejphar.2018.08.020&partnerID=40&md5=27ff0199bae72f156425637a7ad02228}, doi = {10.1016/j.ejphar.2018.08.020}, issn = {00142999}, year = {2018}, date = {2018-01-01}, journal = {European Journal of Pharmacology}, volume = {837}, pages = {145-155}, publisher = {Elsevier B.V.}, abstract = {Epilepsy is a devastating condition affecting around 70 million people worldwide. Moreover, the quality of life of people with epilepsy (PWE) is worsened by a series of comorbidities. The neurobehavioral comorbidities discussed herein share a reciprocal and complex relationship with epilepsy, which ultimately complicates the treatment process in PWE. Understanding the mechanistic pathway by which these comorbidities are associated with epilepsy might be instrumental in developing therapeutic interventions. Inflammatory cytokine signaling in the brain regulates important brain functions including neurotransmitter metabolism, neuroendocrine function, synaptic plasticity, dopaminergic transmission, the kynurenine pathway, and affects neurogenesis as well as the neural circuitry of moods. In this review, we hypothesize that the complex relationship between epilepsy and its related comorbidities (cognitive impairment, depression, anxiety, autism, and schizophrenia) can be unraveled through the inflammatory mechanism that plays a prominent role in all these individual conditions. An ample amount of evidence is available reporting the role of inflammation in epilepsy and all individual comorbid condition but their complex relationship with epilepsy has not yet been explored through the prospective of inflammatory pathway. Our review suggests that epilepsy and its neurobehavioral comorbidities are associated with elevated levels of several key inflammatory markers. This review also sheds light on the mechanistic association between epilepsy and its neurobehavioral comorbidities. Moreover, we analyzed several anti-inflammatory therapies available for epilepsy and its neurobehavioral comorbidities. We suggest, these anti-inflammatory therapies might be a possible intervention and could be a promising strategy for preventing epileptogenesis and its related neurobehavioral comorbidities. © 2018 Elsevier B.V.}, note = {cited By 14}, keywords = {3 Dioxygenase, Acetylsalicylic Acid, Adalimumab, Anakinra, Animals, Anti-Inflammatory Agents, Anxiety, Autacoid, Autism, Autism Spectrum Disorders, Behaviour Disorder, Belnacasan, Celecoxib, Cognition, Comorbidity, Complication, Cyclooxygenase 2, Cyclooxygenase 2 Inhibitor, Cytokine, Cytokines, Depression, Dexmedetomidine, Disease Association, Dopaminergic Transmission, Electroencephalogram, Electroencephalography, Epilepsy, Epileptogenesis, Esculetin, High Mobility Group B1 Protein, Human, Ibuprofen, Icariin, IImmunoglobulin Enhancer Binding Protein, Immunology, Indoleamine 2, Inflammation, Inflammation Mediators, Infliximab, Interleukin 1beta, Interleukin 6, Minocycline, Nerve Cell Plasticity, Nervous System Development, Nervous System Inflammation, Neuroendocrine Regulation, Neurotransmitter Release, Nonhuman, Palmidrol, Paracetamol, Physiology, Priority Journal, Prostaglandin E2, Psychology, Review, SC 51089, Schizophrenia, Toll-Like Receptor 4, Transforming Growth Factor Beta, Tryptophan Hydroxylase, Tumor Necrosis Factor, Unclassified Drug}, pubstate = {published}, tppubtype = {article} } Epilepsy is a devastating condition affecting around 70 million people worldwide. Moreover, the quality of life of people with epilepsy (PWE) is worsened by a series of comorbidities. The neurobehavioral comorbidities discussed herein share a reciprocal and complex relationship with epilepsy, which ultimately complicates the treatment process in PWE. Understanding the mechanistic pathway by which these comorbidities are associated with epilepsy might be instrumental in developing therapeutic interventions. Inflammatory cytokine signaling in the brain regulates important brain functions including neurotransmitter metabolism, neuroendocrine function, synaptic plasticity, dopaminergic transmission, the kynurenine pathway, and affects neurogenesis as well as the neural circuitry of moods. In this review, we hypothesize that the complex relationship between epilepsy and its related comorbidities (cognitive impairment, depression, anxiety, autism, and schizophrenia) can be unraveled through the inflammatory mechanism that plays a prominent role in all these individual conditions. An ample amount of evidence is available reporting the role of inflammation in epilepsy and all individual comorbid condition but their complex relationship with epilepsy has not yet been explored through the prospective of inflammatory pathway. Our review suggests that epilepsy and its neurobehavioral comorbidities are associated with elevated levels of several key inflammatory markers. This review also sheds light on the mechanistic association between epilepsy and its neurobehavioral comorbidities. Moreover, we analyzed several anti-inflammatory therapies available for epilepsy and its neurobehavioral comorbidities. We suggest, these anti-inflammatory therapies might be a possible intervention and could be a promising strategy for preventing epileptogenesis and its related neurobehavioral comorbidities. © 2018 Elsevier B.V. |
Masiran, R Stimming behaviour in a 4-year-old girl with autism spectrum disorder Journal Article BMJ Case Reports, 2018 , 2018, ISSN: 1757790X, (cited By 0). Links | BibTeX | Tags: Autism, Autism Spectrum Disorders, Biscuit, Biting Hard Object, Case Report, Chew Toy, Child Safety, Children, Clinical Article, Female, Food, Food Texture, Hot Food, Human, Language Disability, Note, Preschool, Preschool Child, Priority Journal, Psychology, Self Stimulation, Spicy Food, Stereotyped Behaviour, Stereotypy, Stimming Behaviour, Teething Biscuit, Vegetable @article{Masiran2018, title = {Stimming behaviour in a 4-year-old girl with autism spectrum disorder}, author = {R Masiran}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85042604824&doi=10.1136%2fbcr-2017-223671&partnerID=40&md5=c7b6514a4758257be1360250bf120de3}, doi = {10.1136/bcr-2017-223671}, issn = {1757790X}, year = {2018}, date = {2018-01-01}, journal = {BMJ Case Reports}, volume = {2018}, publisher = {BMJ Publishing Group}, note = {cited By 0}, keywords = {Autism, Autism Spectrum Disorders, Biscuit, Biting Hard Object, Case Report, Chew Toy, Child Safety, Children, Clinical Article, Female, Food, Food Texture, Hot Food, Human, Language Disability, Note, Preschool, Preschool Child, Priority Journal, Psychology, Self Stimulation, Spicy Food, Stereotyped Behaviour, Stereotypy, Stimming Behaviour, Teething Biscuit, Vegetable}, pubstate = {published}, tppubtype = {article} } |
Adib, N A N; Ibrahim, M I; Rahman, A A; Bakar, R S; Yahaya, N A; Hussin, S; Arifin, W N International Journal of Environmental Research and Public Health, 15 (11), 2018, ISSN: 16617827, (cited By 2). Abstract | Links | BibTeX | Tags: Adult, Article, Autism, Autism Spectrum Disorders, Caregiver, Child Care, Child Parent Relation, Children, Cross-Sectional Study, Factor Analysis, Female, Guideline, Health Personnel Attitude, Health Service, Health Worker, Human, Kelantan, Likelihood Functions, Likert Scale, Malaysia, Male, Maximum Likelihood Analysis, Mental Health, Mental Health Service, Parents, Parents Satisfaction Scale Malay Version, Personal Satisfaction, Practice Guideline, Psychological Rating Scale, Psychology, Publication, Questionnaires, Reproducibility, Reproducibility of Results, Satisfaction, Statistical Model, Statistics, Surveys, Tertiary Care Center, Translations, Validation Study, West Malaysia @article{Adib2018, title = {Translation and validation of the malay version of the parents’ satisfaction scale (Pss-m) for assessment of caregivers’ satisfaction with health care services for children with autism spectrum disorder}, author = {N A N Adib and M I Ibrahim and A A Rahman and R S Bakar and N A Yahaya and S Hussin and W N Arifin}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85056090545&doi=10.3390%2fijerph15112455&partnerID=40&md5=53650806d46343cc3e95c9b30442f79c}, doi = {10.3390/ijerph15112455}, issn = {16617827}, year = {2018}, date = {2018-01-01}, journal = {International Journal of Environmental Research and Public Health}, volume = {15}, number = {11}, publisher = {MDPI AG}, abstract = {Background: A Malay version of Parent Satisfaction Scale (PSS-M) is needed to investigate the factors contributing to the Malay caregivers’ satisfaction with health care management for children with autism spectrum disorder (ASD). The aim of the study is to translate and validate the questionnaire to assess the caregivers’ satisfaction on health care services. Methods: A cross-sectional study was conducted among 110 caregivers of children with ASD aged between 2 and 17 years old that received treatment at two tertiary care centres in Kelantan. Permission to use the original version of the PSS questionnaire was obtained. The original English version of the PSS was translated into a Malay version following the 10 steps proposed by an established guideline. Pre-testing of the PSS was carried out with 30 caregivers before confirmatory factor analysis (CFA) was established using 110 caregivers. They were asked to assess their understanding of the questionnaire. The one-dimensional questionnaire consists of 11 items, including staff attitudes, availability of staff, supportiveness, and helpfulness. The 5-point Likert scale provided ratings from 1 (strongly disagree) to 5 (strongly agree). Confirmatory factor analysis was performed using a robust maximum likelihood estimator. Results: The analysis showed model fit data with good reliability. Conclusion: The PSS-M shows overall model fitness based on specific indices, with good construct validity and excellent absolute reliability to determine the satisfaction level of caregivers of children with ASD with respect to health care services. © 2018, MDPI AG. All rights reserved.}, note = {cited By 2}, keywords = {Adult, Article, Autism, Autism Spectrum Disorders, Caregiver, Child Care, Child Parent Relation, Children, Cross-Sectional Study, Factor Analysis, Female, Guideline, Health Personnel Attitude, Health Service, Health Worker, Human, Kelantan, Likelihood Functions, Likert Scale, Malaysia, Male, Maximum Likelihood Analysis, Mental Health, Mental Health Service, Parents, Parents Satisfaction Scale Malay Version, Personal Satisfaction, Practice Guideline, Psychological Rating Scale, Psychology, Publication, Questionnaires, Reproducibility, Reproducibility of Results, Satisfaction, Statistical Model, Statistics, Surveys, Tertiary Care Center, Translations, Validation Study, West Malaysia}, pubstate = {published}, tppubtype = {article} } Background: A Malay version of Parent Satisfaction Scale (PSS-M) is needed to investigate the factors contributing to the Malay caregivers’ satisfaction with health care management for children with autism spectrum disorder (ASD). The aim of the study is to translate and validate the questionnaire to assess the caregivers’ satisfaction on health care services. Methods: A cross-sectional study was conducted among 110 caregivers of children with ASD aged between 2 and 17 years old that received treatment at two tertiary care centres in Kelantan. Permission to use the original version of the PSS questionnaire was obtained. The original English version of the PSS was translated into a Malay version following the 10 steps proposed by an established guideline. Pre-testing of the PSS was carried out with 30 caregivers before confirmatory factor analysis (CFA) was established using 110 caregivers. They were asked to assess their understanding of the questionnaire. The one-dimensional questionnaire consists of 11 items, including staff attitudes, availability of staff, supportiveness, and helpfulness. The 5-point Likert scale provided ratings from 1 (strongly disagree) to 5 (strongly agree). Confirmatory factor analysis was performed using a robust maximum likelihood estimator. Results: The analysis showed model fit data with good reliability. Conclusion: The PSS-M shows overall model fitness based on specific indices, with good construct validity and excellent absolute reliability to determine the satisfaction level of caregivers of children with ASD with respect to health care services. © 2018, MDPI AG. All rights reserved. |
Masiran, R Autism and trichotillomania in an adolescent boy Journal Article BMJ Case Reports, 2018 , 2018, ISSN: 1757790X, (cited By 0). Abstract | Links | BibTeX | Tags: Adolescent, Alopecia, Anxiety, Article, Attention Deficit Disorder, Attention Deficit Hyperactivity Disorder, Autism, Autism Spectrum Disorders, Behaviour Disorder, Body Mass, Case Report, Central Nervous System Stimulants, Child Behaviour Checklist, Clinical Article, Comorbidity, Complication, Diagnosis, Differential, Differential Diagnosis, Drug Dose Titration, Drug Tolerance, DSM-5, Echolalia, Fluvoxamine, Follow Up, Human, Hyperactivity, Intellectual Impairment, Male, Methylphenidate, Obesity, Occupational Therapy, Perceptual Reasoning Index, Priority Journal, Processing Speed Index, Psychiatric Status Rating Scales, Psychological Rating Scale, Rating Scale, Restlessness, Reward, Serotonin Uptake Inhibitor, Serotonin Uptake Inhibitors, Special Education, Speech Delay, Speech Disorder, Speech Therapy, Trichotillomania, Verbal Comprehension Index, Wechsler Intelligence Scale, Working Memory Index @article{Masiran2018b, title = {Autism and trichotillomania in an adolescent boy}, author = {R Masiran}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85053164449&doi=10.1136%2fbcr-2018-226270&partnerID=40&md5=7eed3f6af717df527dce73838feab571}, doi = {10.1136/bcr-2018-226270}, issn = {1757790X}, year = {2018}, date = {2018-01-01}, journal = {BMJ Case Reports}, volume = {2018}, publisher = {BMJ Publishing Group}, abstract = {An adolescent with autism spectrum disorder and improperly treated attention deficit hyperactivity disorder presented with recurrent hair pulling. Treatment with selective serotonin reuptake inhibitor and stimulant improved these conditions. © © BMJ Publishing Group Limited 2018.}, note = {cited By 0}, keywords = {Adolescent, Alopecia, Anxiety, Article, Attention Deficit Disorder, Attention Deficit Hyperactivity Disorder, Autism, Autism Spectrum Disorders, Behaviour Disorder, Body Mass, Case Report, Central Nervous System Stimulants, Child Behaviour Checklist, Clinical Article, Comorbidity, Complication, Diagnosis, Differential, Differential Diagnosis, Drug Dose Titration, Drug Tolerance, DSM-5, Echolalia, Fluvoxamine, Follow Up, Human, Hyperactivity, Intellectual Impairment, Male, Methylphenidate, Obesity, Occupational Therapy, Perceptual Reasoning Index, Priority Journal, Processing Speed Index, Psychiatric Status Rating Scales, Psychological Rating Scale, Rating Scale, Restlessness, Reward, Serotonin Uptake Inhibitor, Serotonin Uptake Inhibitors, Special Education, Speech Delay, Speech Disorder, Speech Therapy, Trichotillomania, Verbal Comprehension Index, Wechsler Intelligence Scale, Working Memory Index}, pubstate = {published}, tppubtype = {article} } An adolescent with autism spectrum disorder and improperly treated attention deficit hyperactivity disorder presented with recurrent hair pulling. Treatment with selective serotonin reuptake inhibitor and stimulant improved these conditions. © © BMJ Publishing Group Limited 2018. |
2017 |
Bhagat, Vidya; Haque, Mainul; Simbak, Nordin Bin; Jaalam, Kamarudin ADVANCES IN HUMAN BIOLOGY, 7 (2), pp. 43-53, 2017, ISSN: 2321-8568. Abstract | Links | BibTeX | Tags: Autism Spectrum Disorders, Intervention, Parent's Emotionality, Parent's Social Intelligence @article{ISI:000400825000002, title = {Social Intelligence of Parents with Autism Spectrum Disorders Impacts their Emotional Behaviour: A New Proposed Model for Stabilising Emotionality of these Parents Impacting their Social Intelligence}, author = {Vidya Bhagat and Mainul Haque and Nordin Bin Simbak and Kamarudin Jaalam}, url = {http://www.aihbonline.com/article.asp?issn=2321-8568;year=2017;volume=7;issue=2;spage=43;epage=53;aulast=Bhagat}, doi = {10.4103/AIHB.AIHB_17_17}, issn = {2321-8568}, year = {2017}, date = {2017-05-01}, journal = {ADVANCES IN HUMAN BIOLOGY}, volume = {7}, number = {2}, pages = {43-53}, publisher = {WOLTERS KLUWER MEDKNOW PUBLICATIONS}, address = {WOLTERS KLUWER INDIA PVT LTD , A-202, 2ND FLR, QUBE, C T S NO 1498A-2 VILLAGE MAROL, ANDHERI EAST, MUMBAI, 400059, INDIA}, abstract = {Autism spectrum disorder (ASD) may affect all spheres of a child's life. Indeed, parents and siblings also live with emotional instabilities in the family. The experience of parents with ASD child can be distressing since they need to make more adjustments to the demanding need to cope with their life situations. Perhaps, their life is drastically exaggerated with their complexities of life. Particularly, their social life is radically affected. The presence of pervasive and severe deficits in children with ASD isolates these parents from their social life; demanding adjustments to their social environment of parents in their life situations shove them into distress and unstable emotions. Finally, they culminate being shattered in their interpersonal relationship, their family and social life. Indeed, these aspects of distress mask social intelligence of these parents, thus narrow down their focus more on the treatment rather than holistic management of their child. Thus, the management of ASD with these parents of the deficit children to reach their fullest abilities remains doubtful. Therefore, the objectives of this study are as follows: (a) to examine the impact of emotionality on social intelligence of parents blessed with autistic child, (b) to develop awareness regarding social intelligence and its significance among these parents, (c) to propose a new model stabilising emotionality of these parents through developing social adaption skills and (d) to suggest a new model as a guide in the current intervention regimens to ensure the emotional well-being and better social adoption. This study is made based on the keenly examined past evidence with the correlation of emotionality and its impact on social intelligence of the parents with ASD children. The results reveal that the social intelligence is perceived as lowered evidenced by poor social adjustment reflected in social isolation observed in the parents of children with ASD. A new model proposed for stabilising and developing awareness of social intelligence among the parents of ASD children. Integrating this model with the existing treatment paradigm has been suggested to attain the better result. The conclusion is drawn in this study by analysing the fact that considerable improvement in the diagnosed child may not amend the parent and family distress and drastically affect social intelligence. Indeed, the intervention can be more promising with the healthy personality of parents, where their multiple aspects of intelligence are not affected. The new proposed model of intervention can pave the way for further research in this regard.}, keywords = {Autism Spectrum Disorders, Intervention, Parent's Emotionality, Parent's Social Intelligence}, pubstate = {published}, tppubtype = {article} } Autism spectrum disorder (ASD) may affect all spheres of a child's life. Indeed, parents and siblings also live with emotional instabilities in the family. The experience of parents with ASD child can be distressing since they need to make more adjustments to the demanding need to cope with their life situations. Perhaps, their life is drastically exaggerated with their complexities of life. Particularly, their social life is radically affected. The presence of pervasive and severe deficits in children with ASD isolates these parents from their social life; demanding adjustments to their social environment of parents in their life situations shove them into distress and unstable emotions. Finally, they culminate being shattered in their interpersonal relationship, their family and social life. Indeed, these aspects of distress mask social intelligence of these parents, thus narrow down their focus more on the treatment rather than holistic management of their child. Thus, the management of ASD with these parents of the deficit children to reach their fullest abilities remains doubtful. Therefore, the objectives of this study are as follows: (a) to examine the impact of emotionality on social intelligence of parents blessed with autistic child, (b) to develop awareness regarding social intelligence and its significance among these parents, (c) to propose a new model stabilising emotionality of these parents through developing social adaption skills and (d) to suggest a new model as a guide in the current intervention regimens to ensure the emotional well-being and better social adoption. This study is made based on the keenly examined past evidence with the correlation of emotionality and its impact on social intelligence of the parents with ASD children. The results reveal that the social intelligence is perceived as lowered evidenced by poor social adjustment reflected in social isolation observed in the parents of children with ASD. A new model proposed for stabilising and developing awareness of social intelligence among the parents of ASD children. Integrating this model with the existing treatment paradigm has been suggested to attain the better result. The conclusion is drawn in this study by analysing the fact that considerable improvement in the diagnosed child may not amend the parent and family distress and drastically affect social intelligence. Indeed, the intervention can be more promising with the healthy personality of parents, where their multiple aspects of intelligence are not affected. The new proposed model of intervention can pave the way for further research in this regard. |
Abdullah, M H L; Brereton, M MyCalendar: Supporting children on the autism spectrum to learn language and appropriate behaviour Conference Association for Computing Machinery, 2017, ISBN: 9781450353793, (cited By 1). Abstract | Links | BibTeX | Tags: Autism Spectrum Disorders, Behaviour, Children, Communication, Diseases, Human Computer Interaction, Interactive Computer Systems, iPad Applications, Language, MyCalendar, Photo and Video, Socialisation, Teaching @conference{Abdullah2017201, title = {MyCalendar: Supporting children on the autism spectrum to learn language and appropriate behaviour}, author = {M H L Abdullah and M Brereton}, editor = {Soro Ploderer Waycott Morrison A B J A Brereton M. Vyas D.}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85044237930&doi=10.1145%2f3152771.3152793&partnerID=40&md5=eebe825991d9c6b91971c67113c9b100}, doi = {10.1145/3152771.3152793}, isbn = {9781450353793}, year = {2017}, date = {2017-01-01}, journal = {ACM International Conference Proceeding Series}, pages = {201-209}, publisher = {Association for Computing Machinery}, abstract = {This paper1 presents a study in which a mobile visual calendar application, 'MyCalendar' was used to try to support communication and interaction of children with Autism Spectrum Disorder. This paper reports findings on how the App was used in school classrooms. MyCalendar was evaluated with 11 children in an Australian Autism Special Education Unit over six months and was found to stimulate excitement with video and photo sharing as well as interaction in specific classroom activities. Our previous work examined interactions between home and school, and interactions at home supported by MyCalendar. This analysis focuses entirely on interactions at school by examining data from classroom activities. Three findings revealed: (1) the MyCalendar application supports learning activities in the classroom and facilitates the inclusion of children with ASD who have limited verbal skills. The sharing of each child's personal experience enabled the teachers and children to form a common basis for communication and adding vocabulary, as well as allowing the teacher to model language so as to identify children's emotions; (2) MyCalendar allowed children with limited verbal skills to better communicate their real interests through photos and videos. This enabled the teacher to better identify each child's interest and thereby scaffold more relevant and meaningful learning; (3) Understanding interests enabled teachers to successfully motivate children to interact more in formal learning activities. While it was initially expected the activities would better support communication between teacher and children, the larger and unanticipated effect has been to create opportunities for structuring and scaffolding communication and social interaction in the classroom. © 2017 Association for Computing Machinery. All rights reserved.}, note = {cited By 1}, keywords = {Autism Spectrum Disorders, Behaviour, Children, Communication, Diseases, Human Computer Interaction, Interactive Computer Systems, iPad Applications, Language, MyCalendar, Photo and Video, Socialisation, Teaching}, pubstate = {published}, tppubtype = {conference} } This paper1 presents a study in which a mobile visual calendar application, 'MyCalendar' was used to try to support communication and interaction of children with Autism Spectrum Disorder. This paper reports findings on how the App was used in school classrooms. MyCalendar was evaluated with 11 children in an Australian Autism Special Education Unit over six months and was found to stimulate excitement with video and photo sharing as well as interaction in specific classroom activities. Our previous work examined interactions between home and school, and interactions at home supported by MyCalendar. This analysis focuses entirely on interactions at school by examining data from classroom activities. Three findings revealed: (1) the MyCalendar application supports learning activities in the classroom and facilitates the inclusion of children with ASD who have limited verbal skills. The sharing of each child's personal experience enabled the teachers and children to form a common basis for communication and adding vocabulary, as well as allowing the teacher to model language so as to identify children's emotions; (2) MyCalendar allowed children with limited verbal skills to better communicate their real interests through photos and videos. This enabled the teacher to better identify each child's interest and thereby scaffold more relevant and meaningful learning; (3) Understanding interests enabled teachers to successfully motivate children to interact more in formal learning activities. While it was initially expected the activities would better support communication between teacher and children, the larger and unanticipated effect has been to create opportunities for structuring and scaffolding communication and social interaction in the classroom. © 2017 Association for Computing Machinery. All rights reserved. |
Raja, P; Saringat, M Z; Mustapha, A; Zainal, A 226 (1), Institute of Physics Publishing, 2017, ISSN: 17578981, (cited By 0). Abstract | Links | BibTeX | Tags: Agile Development, Autism Spectrum Disorders, Brain, Development Activity, Digital Representations, Diseases, Education, Instant Messaging, Learning, Mobile Applications, Verbal Communication @conference{Raja2017, title = {Prospect: A Picture Exchange Communication System (PECS)-based Instant Messaging Application for Autism Spectrum Condition}, author = {P Raja and M Z Saringat and A Mustapha and A Zainal}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85028640453&doi=10.1088%2f1757-899X%2f226%2f1%2f012088&partnerID=40&md5=06b8f5c7d5f5ee64b938b4aea1adfe51}, doi = {10.1088/1757-899X/226/1/012088}, issn = {17578981}, year = {2017}, date = {2017-01-01}, journal = {IOP Conference Series: Materials Science and Engineering}, volume = {226}, number = {1}, publisher = {Institute of Physics Publishing}, abstract = {Autism Spectrum Disorder (ASC) has widely gained the common attention from the public especially autistic communities. Individuals with ASC are said to have poor verbal skills and this affects them in carrying out their daily basis which they are afraid to expose themselves to the world due to their problems. ASC is diagnosed among children ranging from ages 5-12 years old and they suffer from the abnormal functioning of the brain which in turn causes lack of development activities. Thus, studies have shown that diagrammatic approaches help children with ASC to overcome their issues and improvise their visual and verbal skills. Picture Exchange Communication System or PECS consists of a series of illustrated cards and each cards has its own illustration with a caption on it. These children will understand the cards and they can compile several other cards to form sentences. This paper presents a mobile application called the Prospect, which has been developed using the agile development model for digital representation of PECS. The application is hoped to enhance the learning process and a better yielding results. © Published under licence by IOP Publishing Ltd.}, note = {cited By 0}, keywords = {Agile Development, Autism Spectrum Disorders, Brain, Development Activity, Digital Representations, Diseases, Education, Instant Messaging, Learning, Mobile Applications, Verbal Communication}, pubstate = {published}, tppubtype = {conference} } Autism Spectrum Disorder (ASC) has widely gained the common attention from the public especially autistic communities. Individuals with ASC are said to have poor verbal skills and this affects them in carrying out their daily basis which they are afraid to expose themselves to the world due to their problems. ASC is diagnosed among children ranging from ages 5-12 years old and they suffer from the abnormal functioning of the brain which in turn causes lack of development activities. Thus, studies have shown that diagrammatic approaches help children with ASC to overcome their issues and improvise their visual and verbal skills. Picture Exchange Communication System or PECS consists of a series of illustrated cards and each cards has its own illustration with a caption on it. These children will understand the cards and they can compile several other cards to form sentences. This paper presents a mobile application called the Prospect, which has been developed using the agile development model for digital representation of PECS. The application is hoped to enhance the learning process and a better yielding results. © Published under licence by IOP Publishing Ltd. |
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. |
Ying, K T; Sah, S B M; Abdullah, M H L Institute of Electrical and Electronics Engineers Inc., 2017, ISBN: 9781509026319, (cited By 8). Abstract | Links | BibTeX | Tags: Accident Prevention, Autism Spectrum Disorders, Digital Storytelling, Diseases, Education, Mobile Applications, Motor Transportation, Personalised Avatar Character, Road Safety, Roads and Streets, Safety Engineering, Social Stories, Teaching, Transportation @conference{Ying2017253, title = {Personalised avatar on social stories and digital storytelling: Fostering positive behavioural skills for children with autism spectrum disorder}, author = {K T Ying and S B M Sah and M H L Abdullah}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85016167517&doi=10.1109%2fIUSER.2016.7857970&partnerID=40&md5=346865d84de37dbcdaa11ecf203d0ccb}, doi = {10.1109/IUSER.2016.7857970}, isbn = {9781509026319}, year = {2017}, date = {2017-01-01}, journal = {Proceedings - 2016 4th International Conference on User Science and Engineering, i-USEr 2016}, pages = {253-258}, publisher = {Institute of Electrical and Electronics Engineers Inc.}, abstract = {Autism Spectrum Disorder (ASD) has become more prevalent nowadays. One of the biggest challenges in providing services for ASD kids' learning is by overcoming their behavioural skills. This paper presents a study regarding the use of a mobile application on five children affected with Autism Spectrum Disorder, assisted by a teacher in assessing their classroom behavioural skills. Social Stories and digital storytelling are both utilized in this research to support and assist each child response to the road safety awareness. The study shows that social stories and digital storytelling have the potential to promote positive attribute in children' behaviour, not only in terms of their engagement with the road safety awareness, but their interest in learning the content also increases. © 2016 IEEE.}, note = {cited By 8}, keywords = {Accident Prevention, Autism Spectrum Disorders, Digital Storytelling, Diseases, Education, Mobile Applications, Motor Transportation, Personalised Avatar Character, Road Safety, Roads and Streets, Safety Engineering, Social Stories, Teaching, Transportation}, pubstate = {published}, tppubtype = {conference} } Autism Spectrum Disorder (ASD) has become more prevalent nowadays. One of the biggest challenges in providing services for ASD kids' learning is by overcoming their behavioural skills. This paper presents a study regarding the use of a mobile application on five children affected with Autism Spectrum Disorder, assisted by a teacher in assessing their classroom behavioural skills. Social Stories and digital storytelling are both utilized in this research to support and assist each child response to the road safety awareness. The study shows that social stories and digital storytelling have the potential to promote positive attribute in children' behaviour, not only in terms of their engagement with the road safety awareness, but their interest in learning the content also increases. © 2016 IEEE. |
Dzulkifli, M A; Wahdi, E V F A; Rahman, A W A Institute of Electrical and Electronics Engineers Inc., 2017, ISBN: 9781509045211, (cited By 3). Abstract | Links | BibTeX | Tags: Autism Spectrum Disorders, Children with Autism, Computer Aided Instruction, Computer Assisted Instruction, Diseases, E-learning, Education, Educational Strategy, Language Development, Pervasive Developmental Disorders, Teaching, Vocabulary Learning, Well Intervention @conference{Dzulkifli201747, title = {A review for future research and practice in using computer assisted instruction on vocabulary learning among children with autism spectrum disorder}, author = {M A Dzulkifli and E V F A Wahdi and A W A Rahman}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85013059526&doi=10.1109%2fICT4M.2016.21&partnerID=40&md5=c78e01f1ebd8c062011d42d8853ce4fd}, doi = {10.1109/ICT4M.2016.21}, isbn = {9781509045211}, year = {2017}, date = {2017-01-01}, journal = {Proceedings - 6th International Conference on Information and Communication Technology for the Muslim World, ICT4M 2016}, pages = {47-52}, publisher = {Institute of Electrical and Electronics Engineers Inc.}, abstract = {A lack of educational strategies may hinder students from benefiting the most from their education. The existing public or government schools do not adequately accommodate children with special needs in terms of providing them with good syllabuses as well interventions. Instead, various forms of pervasive developmental disorders are frequently placed in special education classes without an accurate diagnosis. This is something that needs to be rectified because every disability requires different needs and attention. In children with special needs such as children with Autism Spectrum Disorder (ASD), it warrants diverse teaching methods to be used. While the use of computer assisted instructions (CAIs) in the West has been found to be effective for children with ASD, research regarding the applicability of CAIs to cater for the learning process of children with special needs in the Malaysian context is still lacking. The present paper reviews previous studies that have employed CAIs to enhance language development of children with ASD. Following this, it recommends future research that incorporates the use of CAI to improve vocabulary learning of children with ASD who are non-native English speakers. © 2016 IEEE.}, note = {cited By 3}, keywords = {Autism Spectrum Disorders, Children with Autism, Computer Aided Instruction, Computer Assisted Instruction, Diseases, E-learning, Education, Educational Strategy, Language Development, Pervasive Developmental Disorders, Teaching, Vocabulary Learning, Well Intervention}, pubstate = {published}, tppubtype = {conference} } A lack of educational strategies may hinder students from benefiting the most from their education. The existing public or government schools do not adequately accommodate children with special needs in terms of providing them with good syllabuses as well interventions. Instead, various forms of pervasive developmental disorders are frequently placed in special education classes without an accurate diagnosis. This is something that needs to be rectified because every disability requires different needs and attention. In children with special needs such as children with Autism Spectrum Disorder (ASD), it warrants diverse teaching methods to be used. While the use of computer assisted instructions (CAIs) in the West has been found to be effective for children with ASD, research regarding the applicability of CAIs to cater for the learning process of children with special needs in the Malaysian context is still lacking. The present paper reviews previous studies that have employed CAIs to enhance language development of children with ASD. Following this, it recommends future research that incorporates the use of CAI to improve vocabulary learning of children with ASD who are non-native English speakers. © 2016 IEEE. |
Azahari, I N N A; Ahmad, Wan W F; Hashim, A S; Jamaludin, Z User experience of autism social-aid among autistic children: AUTISM social aid application Journal Article Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 10645 LNCS , pp. 391-397, 2017, ISSN: 03029743, (cited By 0). Abstract | Links | BibTeX | Tags: Autism Spectrum Disorders, Autistic Children, Children with Autism, Developmental Disorders, Diseases, Education, Mobile Applications, Mobile Computing, Mobile Telecommunication Systems, Social Communications, Social Interactions, Teaching, User Experience @article{Azahari2017391, title = {User experience of autism social-aid among autistic children: AUTISM social aid application}, author = {I N N A Azahari and W F Wan Ahmad and A S Hashim and Z Jamaludin}, editor = {Robinson Smeaton Terutoshi Badioze Zaman Jaafar Mohamad Ali P A F T H A N Shih T.K. Velastin S.}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85035144320&doi=10.1007%2f978-3-319-70010-6_36&partnerID=40&md5=be011b83ad6f806d1c23182f1e9250a2}, doi = {10.1007/978-3-319-70010-6_36}, issn = {03029743}, year = {2017}, date = {2017-01-01}, journal = {Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)}, volume = {10645 LNCS}, pages = {391-397}, publisher = {Springer Verlag}, abstract = {Autism is a developmental disability that influences a significant number of daily skills, which includes social, communication and behavioural challenges. Technology has proven as one of the prompt intermediation and efficient educational method that leads to infinite improvement especially for children. Autistic children seem to have difficulties in communication and social skills and as a result of this need their teachers and parents’ support with their social interaction. Numerous educational practices and approaches have been carried out in order to assist as well as develop these children. This paper presents the results of user experience testing of Autism Social-Aid mobile application to children with autism. The session was conducted to children with medium functioning Autism Spectrum Disorder, from two different age groups that include 5–14 years old and 14–18 years old. The children’s reactions were observed and scored by a moderator. Results have shown that majority of the children with autism are more confident and satisfied when using the application. The application does need to be improved in ways that could capture the child’s attention towards the mobile activities. © Springer International Publishing AG 2017.}, note = {cited By 0}, keywords = {Autism Spectrum Disorders, Autistic Children, Children with Autism, Developmental Disorders, Diseases, Education, Mobile Applications, Mobile Computing, Mobile Telecommunication Systems, Social Communications, Social Interactions, Teaching, User Experience}, pubstate = {published}, tppubtype = {article} } Autism is a developmental disability that influences a significant number of daily skills, which includes social, communication and behavioural challenges. Technology has proven as one of the prompt intermediation and efficient educational method that leads to infinite improvement especially for children. Autistic children seem to have difficulties in communication and social skills and as a result of this need their teachers and parents’ support with their social interaction. Numerous educational practices and approaches have been carried out in order to assist as well as develop these children. This paper presents the results of user experience testing of Autism Social-Aid mobile application to children with autism. The session was conducted to children with medium functioning Autism Spectrum Disorder, from two different age groups that include 5–14 years old and 14–18 years old. The children’s reactions were observed and scored by a moderator. Results have shown that majority of the children with autism are more confident and satisfied when using the application. The application does need to be improved in ways that could capture the child’s attention towards the mobile activities. © Springer International Publishing AG 2017. |
Yaakob, A D A; Ruhaiyem, N I R Measuring the variabilities in the body postures of the children for early detection of autism spectrum disorder (ASD) Journal Article Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 10645 LNCS , pp. 510-520, 2017, ISSN: 03029743, (cited By 0). Abstract | Links | BibTeX | Tags: Arm Flapping, Asymmetry Measurements, Autism Spectrum Disorders, Body Postures, Computational Framework, Diseases, Human Action Recognition, Musculoskeletal System, Skeletal Representation, Stereotyped Behaviour @article{Yaakob2017510, title = {Measuring the variabilities in the body postures of the children for early detection of autism spectrum disorder (ASD)}, author = {A D A Yaakob and N I R Ruhaiyem}, editor = {Robinson Smeaton Terutoshi Badioze Zaman Jaafar Mohamad Ali P A F T H A N Shih T.K. Velastin S.}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85035094080&doi=10.1007%2f978-3-319-70010-6_47&partnerID=40&md5=c2eca5301a2ddf03218e9d47feedbed0}, doi = {10.1007/978-3-319-70010-6_47}, issn = {03029743}, year = {2017}, date = {2017-01-01}, journal = {Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)}, volume = {10645 LNCS}, pages = {510-520}, publisher = {Springer Verlag}, abstract = {Presently, the number of children with autism appears to be growing at disturbing rate. Unfortunately, the awareness of early sign of Autism Spectrum Disorder (ASD) is still insufficiently provided to the public. Arm flapping is a good example of a stereotypical behavior of ASD early sign. Typically, a standard Repetitive Behavior Scale-Revised (RBSR) - set of questionnaire - used by clinicians for ASD diagnosis usually involved multiple and long sessions that apparently would delay and may have nonconformity. Thus, we aim to propose a computational framework to semi-automate the diagnosis process. We used human action recognition (HAR) algorithm. HAR involved in human body detection and the skeleton representation to show the arm asymmetrical in arm flapping movement which indicates the possibility of ASD signs by extracting the body pose into stickman model. The proposed framework has been tested against the video clips of children performing arm flapping behavior taken from public dataset. The outcome of this study is expected to detect early sign of ASD based on asymmetry measurement of arm flapping behavior. © Springer International Publishing AG 2017.}, note = {cited By 0}, keywords = {Arm Flapping, Asymmetry Measurements, Autism Spectrum Disorders, Body Postures, Computational Framework, Diseases, Human Action Recognition, Musculoskeletal System, Skeletal Representation, Stereotyped Behaviour}, pubstate = {published}, tppubtype = {article} } Presently, the number of children with autism appears to be growing at disturbing rate. Unfortunately, the awareness of early sign of Autism Spectrum Disorder (ASD) is still insufficiently provided to the public. Arm flapping is a good example of a stereotypical behavior of ASD early sign. Typically, a standard Repetitive Behavior Scale-Revised (RBSR) - set of questionnaire - used by clinicians for ASD diagnosis usually involved multiple and long sessions that apparently would delay and may have nonconformity. Thus, we aim to propose a computational framework to semi-automate the diagnosis process. We used human action recognition (HAR) algorithm. HAR involved in human body detection and the skeleton representation to show the arm asymmetrical in arm flapping movement which indicates the possibility of ASD signs by extracting the body pose into stickman model. The proposed framework has been tested against the video clips of children performing arm flapping behavior taken from public dataset. The outcome of this study is expected to detect early sign of ASD based on asymmetry measurement of arm flapping behavior. © Springer International Publishing AG 2017. |
Lee, J X; I, Ong S; Lee, V Y; Nazri, Fairuz A R Parenting Stress among Malaysian Parents of Children with Autism Spectrum Disorder (ASD) Journal Article MEDICINE AND HEALTH-KUALA LUMPUR, 12 (1), pp. 42-55, 2017, ISSN: 1823-2140. Abstract | Links | BibTeX | Tags: Autism Spectrum Disorders, Children, Parenting Stress @article{ISI:000424654300006, title = {Parenting Stress among Malaysian Parents of Children with Autism Spectrum Disorder (ASD)}, author = {J X Lee and S Ong I and V Y Lee and Fairuz A R Nazri}, doi = {10.17576/MH.2017.1201.06}, issn = {1823-2140}, year = {2017}, date = {2017-01-01}, journal = {MEDICINE AND HEALTH-KUALA LUMPUR}, volume = {12}, number = {1}, pages = {42-55}, publisher = {UNIV KEBANGSAAN MALAYSIA, FAC MEDICINE}, address = {DEPT PATHOLOGY, UKM MEDICAL CENTRE, CHERAS, KUALA LUMPUR, 56000, MALAYSIA}, abstract = {Autism Spectrum Disorder (ASD) is a neurodevelopmental childhood disorder associated with cognitive and language impairments. Previous research found that children with developmental disorders increase parenting stress but parents of children with ASD, specifically have recorded higher parenting stress than any other developmental disabilities. Hence, this study investigates the difference in parenting stress levels among parents of children with ASD compared to a typical development (TD) control group. Parenting Stress Index, 3rd Edition Short Form was used to assess the parenting stress levels of 30 parents of children with ASD and 36 parents of TD children. Parents of children with ASD were sampled at Universiti Kebangsaan Malaysia Medical Centre (UKMMC), Tangkak Hospital and National Autism Society of Malaysia (NASOM) in Muar and Segamat. Parents of children with ASD recorded significantly higher levels of parenting stress compared to the TD group (p<0.001). Parents of male children of ASD recorded significantly higher levels of parenting stress compared to the parents of male children of TD group (p<0.001). Parents of female children of ASD also recorded significantly higher levels of parenting stress compared to parents of female children of TD group (p<0.001). Intervention towards ASD children should not only focus on minimizing the core symptoms but should also pay attention to the family's mental health as well.}, keywords = {Autism Spectrum Disorders, Children, Parenting Stress}, pubstate = {published}, tppubtype = {article} } Autism Spectrum Disorder (ASD) is a neurodevelopmental childhood disorder associated with cognitive and language impairments. Previous research found that children with developmental disorders increase parenting stress but parents of children with ASD, specifically have recorded higher parenting stress than any other developmental disabilities. Hence, this study investigates the difference in parenting stress levels among parents of children with ASD compared to a typical development (TD) control group. Parenting Stress Index, 3rd Edition Short Form was used to assess the parenting stress levels of 30 parents of children with ASD and 36 parents of TD children. Parents of children with ASD were sampled at Universiti Kebangsaan Malaysia Medical Centre (UKMMC), Tangkak Hospital and National Autism Society of Malaysia (NASOM) in Muar and Segamat. Parents of children with ASD recorded significantly higher levels of parenting stress compared to the TD group (p<0.001). Parents of male children of ASD recorded significantly higher levels of parenting stress compared to the parents of male children of TD group (p<0.001). Parents of female children of ASD also recorded significantly higher levels of parenting stress compared to parents of female children of TD group (p<0.001). Intervention towards ASD children should not only focus on minimizing the core symptoms but should also pay attention to the family's mental health as well. |
Hnoonual, A; Thammachote, W; Tim-Aroon, T; Rojnueangnit, K; Hansakunachai, T; Sombuntham, T; Roongpraiwan, R; Worachotekamjorn, J; Chuthapisith, J; Fucharoen, S; Wattanasirichaigoon, D; Ruangdaraganon, N; Limprasert, P; Jinawath, N Scientific Reports, 7 (1), 2017, ISSN: 20452322, (cited By 6). Abstract | Links | BibTeX | Tags: Adolescent, Autism, Autism Spectrum Disorders, Children, Chromosomal Mapping, Chromosome Mapping, Cohort Analysis, Cohort Studies, Copy Number Variation, DNA Copy Number Variations, Female, Genetic Predisposition, Genetic Predisposition to Disease, Genetics, Human, Infant, Male, Membrane Protein, Membrane Proteins, Microarray Analysis, Polymorphism, Preschool, Preschool Child, Procedures, SERINC2 Protein, Single Nucleotide, Single Nucleotide Polymorphism @article{Hnoonual2017, title = {Chromosomal microarray analysis in a cohort of underrepresented population identifies SERINC2 as a novel candidate gene for autism spectrum disorder}, author = {A Hnoonual and W Thammachote and T Tim-Aroon and K Rojnueangnit and T Hansakunachai and T Sombuntham and R Roongpraiwan and J Worachotekamjorn and J Chuthapisith and S Fucharoen and D Wattanasirichaigoon and N Ruangdaraganon and P Limprasert and N Jinawath}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029864969&doi=10.1038%2fs41598-017-12317-3&partnerID=40&md5=3c1b6a0c064665aab8ace8e8f58c2b01}, doi = {10.1038/s41598-017-12317-3}, issn = {20452322}, year = {2017}, date = {2017-01-01}, journal = {Scientific Reports}, volume = {7}, number = {1}, publisher = {Nature Publishing Group}, abstract = {Chromosomal microarray (CMA) is now recognized as the first-tier genetic test for detection of copy number variations (CNVs) in patients with autism spectrum disorder (ASD). The aims of this study were to identify known and novel ASD associated-CNVs and to evaluate the diagnostic yield of CMA in Thai patients with ASD. The Infinium CytoSNP-850K BeadChip was used to detect CNVs in 114 Thai patients comprised of 68 retrospective ASD patients (group 1) with the use of CMA as a second line test and 46 prospective ASD and developmental delay patients (group 2) with the use of CMA as the first-tier test. We identified 7 (6.1%) pathogenic CNVs and 22 (19.3%) variants of uncertain clinical significance (VOUS). A total of 29 patients with pathogenic CNVs and VOUS were found in 22% (15/68) and 30.4% (14/46) of the patients in groups 1 and 2, respectively. The difference in detected CNV frequencies between the 2 groups was not statistically significant (Chi square = 1.02}, note = {cited By 6}, keywords = {Adolescent, Autism, Autism Spectrum Disorders, Children, Chromosomal Mapping, Chromosome Mapping, Cohort Analysis, Cohort Studies, Copy Number Variation, DNA Copy Number Variations, Female, Genetic Predisposition, Genetic Predisposition to Disease, Genetics, Human, Infant, Male, Membrane Protein, Membrane Proteins, Microarray Analysis, Polymorphism, Preschool, Preschool Child, Procedures, SERINC2 Protein, Single Nucleotide, Single Nucleotide Polymorphism}, pubstate = {published}, tppubtype = {article} } Chromosomal microarray (CMA) is now recognized as the first-tier genetic test for detection of copy number variations (CNVs) in patients with autism spectrum disorder (ASD). The aims of this study were to identify known and novel ASD associated-CNVs and to evaluate the diagnostic yield of CMA in Thai patients with ASD. The Infinium CytoSNP-850K BeadChip was used to detect CNVs in 114 Thai patients comprised of 68 retrospective ASD patients (group 1) with the use of CMA as a second line test and 46 prospective ASD and developmental delay patients (group 2) with the use of CMA as the first-tier test. We identified 7 (6.1%) pathogenic CNVs and 22 (19.3%) variants of uncertain clinical significance (VOUS). A total of 29 patients with pathogenic CNVs and VOUS were found in 22% (15/68) and 30.4% (14/46) of the patients in groups 1 and 2, respectively. The difference in detected CNV frequencies between the 2 groups was not statistically significant (Chi square = 1.02 |
Shuib, S; Saaid, N N; Zakaria, Z; Ismail, J; Latiff, Abdul Z Duplication 17p11.2 (Potocki-Lupski syndrome) in a child with developmental delay Journal Article Malaysian Journal of Pathology, 39 (1), pp. 77-81, 2017, ISSN: 01268635, (cited By 0). Abstract | Links | BibTeX | Tags: Abnormalities, Agarose, Article, Autism, Autism Spectrum Disorders, Blood Culture, Case Report, Children, Chromosome 17, Chromosome Analysis, Chromosome Disorder, Chromosome Duplication, Chromosomes, Clinical Article, Comparative Genomic Hybridization, Developmental Delay, Electrophoresis, Female, Fluorescence, Fluorescence in Situ Hybridization, Gene, Gene Identification, Genetics, Genomic DNA, Human, In Situ Hybridization, Lymphocyte Culture, Microarray Analysis, Multiple, Multiple Malformation Syndrome, Pair 17, Phenotype, Potocki Lupski Syndrome, Preschool, Preschool Child, Procedures, RAI1 Gene, Ultraviolet Spectrophotometry @article{Shuib201777, title = {Duplication 17p11.2 (Potocki-Lupski syndrome) in a child with developmental delay}, author = {S Shuib and N N Saaid and Z Zakaria and J Ismail and Z Abdul Latiff}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85037028880&partnerID=40&md5=624b87d1e9ebac2d1bf66b4d30c0f6e9}, issn = {01268635}, year = {2017}, date = {2017-01-01}, journal = {Malaysian Journal of Pathology}, volume = {39}, number = {1}, pages = {77-81}, publisher = {Malaysian Society of Pathologists}, abstract = {Potocki-Lupski syndrome (PTLS), also known as duplication 17p11.2 syndrome, trisomy 17p11.2 or dup(17)(p11.2p11.2) syndrome, is a developmental disorder and a rare contiguous gene syndrome affecting 1 in 20,000 live births. Among the key features of such patients are autism spectrum disorder, learning disabilities, developmental delay, attention-deficit disorder, infantile hypotonia and cardiovascular abnormalities. Previous studies using microarray identified variations in the size and extent of the duplicated region of chromosome 17p11.2. However, there are a few genes which are considered as candidates for PTLS which include RAI1, SREBF1, DRG2, LLGL1, SHMT1 and ZFP179. In this report, we investigated a case of a 3-year-old girl who has developmental delay. Her chromosome analysis showed a normal karyotype (46,XX). Analysis using array CGH (4X44 K, Agilent USA) identified an ~4.2 Mb de novo duplication in chromosome 17p11.2. The result was confirmed by fluorescence in situ hybridization (FISH) using probes in the critical PTLS region. This report demonstrates the importance of microarray and FISH in the diagnosis of PTLS. © 2017, Malaysian Society of Pathologists. All rights reserved.}, note = {cited By 0}, keywords = {Abnormalities, Agarose, Article, Autism, Autism Spectrum Disorders, Blood Culture, Case Report, Children, Chromosome 17, Chromosome Analysis, Chromosome Disorder, Chromosome Duplication, Chromosomes, Clinical Article, Comparative Genomic Hybridization, Developmental Delay, Electrophoresis, Female, Fluorescence, Fluorescence in Situ Hybridization, Gene, Gene Identification, Genetics, Genomic DNA, Human, In Situ Hybridization, Lymphocyte Culture, Microarray Analysis, Multiple, Multiple Malformation Syndrome, Pair 17, Phenotype, Potocki Lupski Syndrome, Preschool, Preschool Child, Procedures, RAI1 Gene, Ultraviolet Spectrophotometry}, pubstate = {published}, tppubtype = {article} } Potocki-Lupski syndrome (PTLS), also known as duplication 17p11.2 syndrome, trisomy 17p11.2 or dup(17)(p11.2p11.2) syndrome, is a developmental disorder and a rare contiguous gene syndrome affecting 1 in 20,000 live births. Among the key features of such patients are autism spectrum disorder, learning disabilities, developmental delay, attention-deficit disorder, infantile hypotonia and cardiovascular abnormalities. Previous studies using microarray identified variations in the size and extent of the duplicated region of chromosome 17p11.2. However, there are a few genes which are considered as candidates for PTLS which include RAI1, SREBF1, DRG2, LLGL1, SHMT1 and ZFP179. In this report, we investigated a case of a 3-year-old girl who has developmental delay. Her chromosome analysis showed a normal karyotype (46,XX). Analysis using array CGH (4X44 K, Agilent USA) identified an ~4.2 Mb de novo duplication in chromosome 17p11.2. The result was confirmed by fluorescence in situ hybridization (FISH) using probes in the critical PTLS region. This report demonstrates the importance of microarray and FISH in the diagnosis of PTLS. © 2017, Malaysian Society of Pathologists. All rights reserved. |
Eren, Emine Ozel; Ali, Nik Asilah Nik EVIDENCE-BASED PRACTICE: INCLUSIVE EDUCATION FOR THE EFFECTIVE IMPLEMENTATION FOR CHILDREN WITH AUTISM Inproceedings DeSilva, S (Ed.): PROCEEDINGS OF 3RD INTERNATIONAL CONFERENCE ON EDUCATION 2017 (ICEDU- 2017), pp. 114-128, Int Inst Knowledge Management INT INST KNOWLEDGE MANAGEMENT-TIIKM, NO 531/18, KOTTE RD, PITAKOTTE, 10100, SRI LANKA, 2017, (3rd International Conference on Education (ICEDU), Univ No Colorado, Kuala Lumpur, MALAYSIA, APR 20-22, 2017). Abstract | Links | BibTeX | Tags: Autism Spectrum Disorders, Effective Implementation, Evidence-based Practice, Inclusive Education @inproceedings{ISI:000430352000013, title = {EVIDENCE-BASED PRACTICE: INCLUSIVE EDUCATION FOR THE EFFECTIVE IMPLEMENTATION FOR CHILDREN WITH AUTISM}, author = {Emine Ozel Eren and Nik Asilah Nik Ali}, editor = {S DeSilva}, url = {http://tiikmpublishing.com/data/conferences/doi/icedu/icedu.2017.3113.pdf}, doi = {10.17501/icedu.2017.3113}, year = {2017}, date = {2017-01-01}, booktitle = {PROCEEDINGS OF 3RD INTERNATIONAL CONFERENCE ON EDUCATION 2017 (ICEDU- 2017)}, pages = {114-128}, publisher = {INT INST KNOWLEDGE MANAGEMENT-TIIKM}, address = {NO 531/18, KOTTE RD, PITAKOTTE, 10100, SRI LANKA}, organization = {Int Inst Knowledge Management}, abstract = {Interventions for autism are increasing being held to standards such as `evidence-based practice' in psychology and `scientifically-based re-search' in education. At the factor when these ideas rose with regards to psychotherapy and regular education, they brought on substantial debate. Evidence-based practices (EBPs) are the premise on which educators and other specialist coops are required to outline educational programs for students with autism spectrum disorders (ASD). Inclusive education as a late modernity reform project is exemplified in the call for `Education for All'. Despite the simplicity of its message, inclusion is highly debatable. General education teachers have differing views about the inclusion of students with ASD in mainstream class-rooms. However, the type and severity of the Autistic children's affect teachers' willingness to accommodate certain students and their confidence that they will effectively manage their classrooms. The Implementation science guides the movement of innovations, such as transforming evidence-based practices for students with ASD into regular practices at school. This article is presented as an inclusive educational model to build systems of professional development that increase the quality of services and promote teachers' use of evidence-based practices. Further, it is proposed that the ASD community align with the greater inclusive education reform movement.}, note = {3rd International Conference on Education (ICEDU), Univ No Colorado, Kuala Lumpur, MALAYSIA, APR 20-22, 2017}, keywords = {Autism Spectrum Disorders, Effective Implementation, Evidence-based Practice, Inclusive Education}, pubstate = {published}, tppubtype = {inproceedings} } Interventions for autism are increasing being held to standards such as `evidence-based practice' in psychology and `scientifically-based re-search' in education. At the factor when these ideas rose with regards to psychotherapy and regular education, they brought on substantial debate. Evidence-based practices (EBPs) are the premise on which educators and other specialist coops are required to outline educational programs for students with autism spectrum disorders (ASD). Inclusive education as a late modernity reform project is exemplified in the call for `Education for All'. Despite the simplicity of its message, inclusion is highly debatable. General education teachers have differing views about the inclusion of students with ASD in mainstream class-rooms. However, the type and severity of the Autistic children's affect teachers' willingness to accommodate certain students and their confidence that they will effectively manage their classrooms. The Implementation science guides the movement of innovations, such as transforming evidence-based practices for students with ASD into regular practices at school. This article is presented as an inclusive educational model to build systems of professional development that increase the quality of services and promote teachers' use of evidence-based practices. Further, it is proposed that the ASD community align with the greater inclusive education reform movement. |
Hasan, C Z C; Jailani, R; Tahir, Md N; Ilias, S The analysis of three-dimensional ground reaction forces during gait in children with autism spectrum disorders Journal Article Research in Developmental Disabilities, 66 , pp. 55-63, 2017, ISSN: 08914222, (cited By 8). Abstract | Links | BibTeX | Tags: Age Distribution, Article, Autism, Autism Spectrum Disorders, Biomechanical Phenomena, Biomechanics, Body Equilibrium, Body Height, Body Mass, Body Weight, Children, Clinical Article, Controlled Study, Disease Assessment, Female, Gait, Gait Analysis, Gait Disorder, Ground Reaction Forces, Human, Imaging, Leg Length, Malaysia, Male, Neurologic Examination, Pathophysiology, Physiology, Postural Balance, Procedures, Psychology, Statistics, Three-Dimensional, Three-Dimensional Imaging, Three-Dimentional Ground Reaction Force, Walking @article{Hasan201755, title = {The analysis of three-dimensional ground reaction forces during gait in children with autism spectrum disorders}, author = {C Z C Hasan and R Jailani and N Md Tahir and S Ilias}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85015640386&doi=10.1016%2fj.ridd.2017.02.015&partnerID=40&md5=d6a9839cda7f62bcce9bdcca33d3d33b}, doi = {10.1016/j.ridd.2017.02.015}, issn = {08914222}, year = {2017}, date = {2017-01-01}, journal = {Research in Developmental Disabilities}, volume = {66}, pages = {55-63}, publisher = {Elsevier Inc.}, abstract = {Minimal information is known about the three-dimensional (3D) ground reaction forces (GRF) on the gait patterns of individuals with autism spectrum disorders (ASD). The purpose of this study was to investigate whether the 3D GRF components differ significantly between children with ASD and the peer controls. 15 children with ASD and 25 typically developing (TD) children had participated in the study. Two force plates were used to measure the 3D GRF data during walking. Time-series parameterization techniques were employed to extract 17 discrete features from the 3D GRF waveforms. By using independent t-test and Mann-Whitney U test, significant differences (p < 0.05) between the ASD and TD groups were found for four GRF features. Children with ASD demonstrated higher maximum braking force, lower relative time to maximum braking force, and lower relative time to zero force during mid-stance. Children with ASD were also found to have reduced the second peak of vertical GRF in the terminal stance. These major findings suggest that children with ASD experience significant difficulties in supporting their body weight and endure gait instability during the stance phase. The findings of this research are useful to both clinicians and parents who wish to provide these children with appropriate treatments and rehabilitation programs. © 2017 Elsevier Ltd}, note = {cited By 8}, keywords = {Age Distribution, Article, Autism, Autism Spectrum Disorders, Biomechanical Phenomena, Biomechanics, Body Equilibrium, Body Height, Body Mass, Body Weight, Children, Clinical Article, Controlled Study, Disease Assessment, Female, Gait, Gait Analysis, Gait Disorder, Ground Reaction Forces, Human, Imaging, Leg Length, Malaysia, Male, Neurologic Examination, Pathophysiology, Physiology, Postural Balance, Procedures, Psychology, Statistics, Three-Dimensional, Three-Dimensional Imaging, Three-Dimentional Ground Reaction Force, Walking}, pubstate = {published}, tppubtype = {article} } Minimal information is known about the three-dimensional (3D) ground reaction forces (GRF) on the gait patterns of individuals with autism spectrum disorders (ASD). The purpose of this study was to investigate whether the 3D GRF components differ significantly between children with ASD and the peer controls. 15 children with ASD and 25 typically developing (TD) children had participated in the study. Two force plates were used to measure the 3D GRF data during walking. Time-series parameterization techniques were employed to extract 17 discrete features from the 3D GRF waveforms. By using independent t-test and Mann-Whitney U test, significant differences (p < 0.05) between the ASD and TD groups were found for four GRF features. Children with ASD demonstrated higher maximum braking force, lower relative time to maximum braking force, and lower relative time to zero force during mid-stance. Children with ASD were also found to have reduced the second peak of vertical GRF in the terminal stance. These major findings suggest that children with ASD experience significant difficulties in supporting their body weight and endure gait instability during the stance phase. The findings of this research are useful to both clinicians and parents who wish to provide these children with appropriate treatments and rehabilitation programs. © 2017 Elsevier Ltd |
Hameed, S S; Hassan, R; Muhammad, F F Selection and classification of gene expression in autism disorder: Use of a combination of statistical filters and a GBPSO-SVM algorithm Journal Article PLoS ONE, 12 (11), 2017, ISSN: 19326203, (cited By 11). Abstract | Links | BibTeX | Tags: Accuracy, Algorithms, Article, Autism, Autism Spectrum Disorders, CAPS2 Gene, Classification (of information), Classifier, Experimental Study, Gene, Gene Expression, Gene Identification, Genetic Association, Genetic Procedures, Genetic Risk, Genetics, Geometric Binary Particle Swarm Optimization Support Vector Machine Algorithm, Human, RIsk Assessment, Standardization, Statistical Filter, Statistical Parameters, Statistics, Support Vector Machines @article{Hameed2017, title = {Selection and classification of gene expression in autism disorder: Use of a combination of statistical filters and a GBPSO-SVM algorithm}, author = {S S Hameed and R Hassan and F F Muhammad}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85033361187&doi=10.1371%2fjournal.pone.0187371&partnerID=40&md5=f9260d41165145f229a3cf157699635e}, doi = {10.1371/journal.pone.0187371}, issn = {19326203}, year = {2017}, date = {2017-01-01}, journal = {PLoS ONE}, volume = {12}, number = {11}, publisher = {Public Library of Science}, abstract = {In this work, gene expression in autism spectrum disorder (ASD) is analyzed with the goal of selecting the most attributed genes and performing classification. The objective was achieved by utilizing a combination of various statistical filters and a wrapper-based geometric binary particle swarm optimization-support vector machine (GBPSO-SVM) algorithm. The utilization of different filters was accentuated by incorporating a mean and median ratio criterion to remove very similar genes. The results showed that the most discriminative genes that were identified in the first and last selection steps included the presence of a repetitive gene (CAPS2), which was assigned as the gene most highly related to ASD risk. The merged gene subset that was selected by the GBPSO-SVM algorithm was able to enhance the classification accuracy. © 2017 Hameed et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.}, note = {cited By 11}, keywords = {Accuracy, Algorithms, Article, Autism, Autism Spectrum Disorders, CAPS2 Gene, Classification (of information), Classifier, Experimental Study, Gene, Gene Expression, Gene Identification, Genetic Association, Genetic Procedures, Genetic Risk, Genetics, Geometric Binary Particle Swarm Optimization Support Vector Machine Algorithm, Human, RIsk Assessment, Standardization, Statistical Filter, Statistical Parameters, Statistics, Support Vector Machines}, pubstate = {published}, tppubtype = {article} } In this work, gene expression in autism spectrum disorder (ASD) is analyzed with the goal of selecting the most attributed genes and performing classification. The objective was achieved by utilizing a combination of various statistical filters and a wrapper-based geometric binary particle swarm optimization-support vector machine (GBPSO-SVM) algorithm. The utilization of different filters was accentuated by incorporating a mean and median ratio criterion to remove very similar genes. The results showed that the most discriminative genes that were identified in the first and last selection steps included the presence of a repetitive gene (CAPS2), which was assigned as the gene most highly related to ASD risk. The merged gene subset that was selected by the GBPSO-SVM algorithm was able to enhance the classification accuracy. © 2017 Hameed et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. |
2016 |
Paulraj, Smily Jesupriya Victor; Salleh, Siti Nur Azalia Mohamad; Vetrayan, Jayachandran Parental Occupation in Pre and Postnatal among Autism Spectrum Disorder Journal Article ENVIRONMENT-BEHAVIOUR PROCEEDINGS JOURNAL, 1 (3), pp. 13-22, 2016, ISSN: 2398-4287, (7th Asian Conference on Environment-Behaviour Studies, Taipei, SPAIN, APR 09-10, 2016). Abstract | Links | BibTeX | Tags: Autism Spectrum Disorders, Parental Occupation, Postnatal, Prenatal @article{ISI:000454285300003, title = {Parental Occupation in Pre and Postnatal among Autism Spectrum Disorder}, author = {Smily Jesupriya Victor Paulraj and Siti Nur Azalia Mohamad Salleh and Jayachandran Vetrayan}, url = {https://ebpj.e-iph.co.uk/index.php/EBProceedings/article/view/344}, doi = {10.21834/e-bpj.v1i3.344}, issn = {2398-4287}, year = {2016}, date = {2016-08-01}, journal = {ENVIRONMENT-BEHAVIOUR PROCEEDINGS JOURNAL}, volume = {1}, number = {3}, pages = {13-22}, publisher = {E-IPH LTD UK}, address = {THE LEADMILL, 6 LEADMILL RD, PO BOX STUDIO 7, SHEFFIELD, S1 4SE, ENGLAND}, abstract = {This study aimed to examine the parental occupation in pre and post-natal among Autism Spectrum Disorder (ASD) and to identify the desired factors to work. The 124 samples ages between 26 to 52 years old including 59 males and 65 females from 5 difference rehabilitation centres were recruited. A self-rated parental occupation questionnaire was used to measure. Finding shows the parent who works in the high professionals and technicals has a high risk of having ASD. The factors which contribute to the desired parents to work in that field are earning more money, knowledge development and satisfying basic needs. (C) 2016. The Authors. Published for AMER ABRA by e-International Publishing House, Ltd.}, note = {7th Asian Conference on Environment-Behaviour Studies, Taipei, SPAIN, APR 09-10, 2016}, keywords = {Autism Spectrum Disorders, Parental Occupation, Postnatal, Prenatal}, pubstate = {published}, tppubtype = {article} } This study aimed to examine the parental occupation in pre and post-natal among Autism Spectrum Disorder (ASD) and to identify the desired factors to work. The 124 samples ages between 26 to 52 years old including 59 males and 65 females from 5 difference rehabilitation centres were recruited. A self-rated parental occupation questionnaire was used to measure. Finding shows the parent who works in the high professionals and technicals has a high risk of having ASD. The factors which contribute to the desired parents to work in that field are earning more money, knowledge development and satisfying basic needs. (C) 2016. The Authors. Published for AMER ABRA by e-International Publishing House, Ltd. |
Muty, N; Azizul, Z Institute of Electrical and Electronics Engineers Inc., 2016, ISBN: 9781509016365, (cited By 2). Abstract | Links | BibTeX | Tags: Arm Flapping, Autism Spectrum Disorders, Children with Autism, Computation Theory, Computational Framework, Diseases, Human Action Recognition, Human Pose Estimations, Image Recognition, Pose Estimation, Skeletal Representation @conference{Muty2016, title = {Detecting arm flapping in children with Autism Spectrum Disorder using human pose estimation and skeletal representation algorithms}, author = {N Muty and Z Azizul}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85011297898&doi=10.1109%2fICAICTA.2016.7803118&partnerID=40&md5=e11241ced18900dbe4aab19c78c1a349}, doi = {10.1109/ICAICTA.2016.7803118}, isbn = {9781509016365}, year = {2016}, date = {2016-01-01}, journal = {4th IGNITE Conference and 2016 International Conference on Advanced Informatics: Concepts, Theory and Application, ICAICTA 2016}, publisher = {Institute of Electrical and Electronics Engineers Inc.}, abstract = {Stereotypical behaviour such as arm flapping is among the prominent early signs for young children with Autism Spectrum Disorder (ASD). Diagnosis of arm flapping requires clinicians to use the standard Repetitive Behaviour Scale-Revised (RBSR) which is a structured questionnaire with the caregivers to detect the arm flapping behavioural patterns or cues. This method involves clinicians in multiple long sessions, risking a delay in diagnosis and usually an expensive process. Moreover, trained clinicians may not be available in some areas. The focus of this work is to propose a development of a computational framework to automate the diagnosis process of arm flapping. Here, we show how the human action recognition (HAR) techniques, namely, the pose estimation and the skeletal representation are utilized simultaneously to segment parts of the human body (head, neck, elbows and shoulders) into stickman model. We show how the stickman model allows us to estimate arm asymmetry (during arm flapping) which indicates possible sign of autism. The framework developed has been tested against data taken from a public database and has shown a high accuracy in detecting the repetitive behavioural pattern among young children. The results show that our method can provide efficient results in clinical assessment. © 2016 IEEE.}, note = {cited By 2}, keywords = {Arm Flapping, Autism Spectrum Disorders, Children with Autism, Computation Theory, Computational Framework, Diseases, Human Action Recognition, Human Pose Estimations, Image Recognition, Pose Estimation, Skeletal Representation}, pubstate = {published}, tppubtype = {conference} } Stereotypical behaviour such as arm flapping is among the prominent early signs for young children with Autism Spectrum Disorder (ASD). Diagnosis of arm flapping requires clinicians to use the standard Repetitive Behaviour Scale-Revised (RBSR) which is a structured questionnaire with the caregivers to detect the arm flapping behavioural patterns or cues. This method involves clinicians in multiple long sessions, risking a delay in diagnosis and usually an expensive process. Moreover, trained clinicians may not be available in some areas. The focus of this work is to propose a development of a computational framework to automate the diagnosis process of arm flapping. Here, we show how the human action recognition (HAR) techniques, namely, the pose estimation and the skeletal representation are utilized simultaneously to segment parts of the human body (head, neck, elbows and shoulders) into stickman model. We show how the stickman model allows us to estimate arm asymmetry (during arm flapping) which indicates possible sign of autism. The framework developed has been tested against data taken from a public database and has shown a high accuracy in detecting the repetitive behavioural pattern among young children. The results show that our method can provide efficient results in clinical assessment. © 2016 IEEE. |
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. |