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 |
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 standard logo 0, author = sticky header logo 9, editor = sticky header logo 8, url = sticky header logo 7, doi = sticky header logo 6, issn = sticky header logo 5, year = sticky header logo 4, date = sticky header logo 3, journal = sticky header logo 2, volume = sticky header logo 1, pages = sticky header logo 0, publisher = end fusion sticky header wrapper 9, abstract = end fusion sticky header wrapper 8, note = end fusion sticky header wrapper 7, keywords = end fusion sticky header wrapper 6, pubstate = end fusion sticky header wrapper 5, tppubtype = end fusion sticky header wrapper 4 } 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. |
Razali, N N C; Ghani, N A; Hisham, S I Intelligent Autism Screening Using Fuzzy Agent Journal Article Lecture Notes in Electrical Engineering, 632 , pp. 495-503, 2020, ISSN: 18761100, (cited By 0). Abstract | Links | BibTeX | Tags: Autistic Children, Children with Autism, Complex Processes, Diagnosis, Diseases, Fine Motors, Fuzzy Agents, Fuzzy Input, Screening Models, Second Opinions @article end fusion sticky header wrapper 3, author = end fusion sticky header wrapper 2, editor = end fusion sticky header wrapper 1, url = end fusion sticky header wrapper 0, doi = fusion-row 9, issn = fusion-row 8, year = fusion-row 7, date = fusion-row 6, journal = fusion-row 5, volume = fusion-row 4, pages = fusion-row 3, publisher = fusion-row 2, abstract = fusion-row 1, note = fusion-row 0, keywords = #main 9, pubstate = #main 8, tppubtype = #main 7 } In the diagnosis of diseases, either physical or psychological, there are situations causing reaching for second independent opinion very hard. This is especially true in the diagnosis of Autism due to the complex process of diagnosis. Apart from the complex process, the challenges include cost and the availability of experts. This, however, does not change the fact that having regular independent second opinions is crucial. Hence, this study proposes an intelligent autism screening model using fuzzy agent, to assist the expert and non-expert in making the diagnosis. In this study, the fuzzy inputs are assigned based on five categories, which are Communication, Gross Motor, Fine Motor, Problem Solving, and Personal Social, and is specifically for three-year-old children only. The proposed model will be able to produce output in the form of sequences based on lowest to highest mark of the scores for each category. This output will then relate to the suggestion of activities to autistic children by priority (based on the scores obtained). © 2020, Springer Nature Singapore Pte Ltd. |
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 6, author = #main 5, url = #main 4, doi = #main 3, issn = #main 2, year = #main 1, date = #main 0, journal = [if lt IE 9]> 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. |
Alnajjar, F; Cappuccio, M; Renawi, A; Mubin, O; Loo, C K Personalized Robot Interventions for Autistic Children: An Automated Methodology for Attention Assessment Journal Article International Journal of Social Robotics, 2020, ISSN: 18754791, (cited By 0). Abstract | Links | BibTeX | Tags: Assessment, Attention, Autism, Children with Autism, Diseases, Emotion, Emotional Response, Interaction Systems, Robotics, Robots, Therapy @article[if lt IE 9]>
author = 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, publisher = fusion-columns 2, abstract = fusion-columns 1, note = fusion-columns 0, keywords = fusion-row 9, pubstate = fusion-row 8, tppubtype = fusion-row 7 } We propose a robot-mediated therapy and assessment system for children with autism spectrum disorder (ASD) of mild to moderate severity and minimal verbal capabilities. The objectives of the robot interaction sessions is to improve the academic capabilities of ASD patients by increasing the length and the quality of their attention. The system uses a NAO robot and an added mobile display to present emotional cues and solicit appropriate emotional responses. The interaction is semi-autonomous with minimal human intervention.Interaction occurs within an adaptive dynamic scenario composed of 13 sections. The scenario allows adaptive customization based on the attention score history of each patient. The attention score is autonomously generated by the system and depends on face attention and joint attention cues and sound responses. The scoring system allows us to prove that the customized interaction system increases the engagement and attention capabilities of ASD patients.After performing a pilot study, involving 6 ASD children, out of a total of 11 considered in the clinical setup, we conducted a long-term study. This study empirically proves that the proposed assessment system represents the attention state of the patient with 82.4% accuracy. © 2020, Springer Nature B.V. |
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 fusion-row 6, author = fusion-row 5, editor = fusion-row 4, url = fusion-row 3, doi = fusion-row 2, issn = fusion-row 1, year = fusion-row 0, date = fusion-footer-widget-area 9, journal = fusion-footer-widget-area 8, volume = fusion-footer-widget-area 7, number = fusion-footer-widget-area 6, publisher = fusion-footer-widget-area 5, abstract = fusion-footer-widget-area 4, note = fusion-footer-widget-area 3, keywords = fusion-footer-widget-area 2, pubstate = fusion-footer-widget-area 1, tppubtype = fusion-footer-widget-area 0 } 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. |
Mubin, S A; Poh, Wee Ann M A Review on Gamification Design Framework: How They Incorporated for Autism Children Conference Institute of Electrical and Electronics Engineers Inc., 2019, ISBN: 9781728126104, (cited By 0). Abstract | Links | BibTeX | Tags: Design Frameworks, Diseases, Games, Gamification, Interaction Skills, Research @conference fusion-fusion-copyright-content 9, author = fusion-fusion-copyright-content 8, url = fusion-fusion-copyright-content 7, doi = fusion-fusion-copyright-content 6, isbn = fusion-fusion-copyright-content 5, year = fusion-fusion-copyright-content 4, date = fusion-fusion-copyright-content 3, journal = 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 } This paper presents a review of the literature on gamification design frameworks. Gamification is a term that has been used recently to depict games application in other non-game field. However, there is no specific gamification framework designed for autism children in supporting their interaction skills. Before gamification process begin, it is very important to identify which frameworks or model exist and their main elements related to the scopes. Poor gamification design leads to the challenge to fulfill the research objectives, which aimed to enhance autism interaction skills among children. This review classifies existing methods and offers valuable insight on gamified solutions for autism children in supporting their interaction skills. © 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-row 5, author = fusion-row 4, url = fusion-row 3, doi = fusion-row 2, isbn = fusion-row 1, year = fusion-row 0, date = #footer 9, journal = #footer 8, pages = #footer 7, publisher = #footer 6, abstract = #footer 5, note = #footer 4, keywords = #footer 3, pubstate = #footer 2, tppubtype = #footer 1 } 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. |
Ismail, W; Zamin, N; Hanafi, M H; Mohamad, A H Institute of Electrical and Electronics Engineers Inc., 2019, ISBN: 9781728108513, (cited By 0). Abstract | Links | BibTeX | Tags: Architecture, Clouds, Computer-Based System, Diseases, Distributed Computer Systems, Health Care System, Hospitals, Non-Communicable Disease, Patient Rehabilitation, Rehabilitation Services, Scientific Studies, Stroke Patients, Telerehabilitation, Traditional Systems, Virtual Reality @conference #footer 0, author = fusion-footer 9, url = fusion-footer 8, doi = fusion-footer 7, isbn = fusion-footer 6, year = fusion-footer 5, date = fusion-footer 4, journal = fusion-footer 3, pages = fusion-footer 2, publisher = fusion-footer 1, abstract = fusion-footer 0, note = wrapper 9, keywords = wrapper 8, pubstate = wrapper 7, tppubtype = wrapper 6 } Rehabilitation in healthcare systems provides therapy and training to restore quality life after certain illness, addiction or accident. Currently, there is a significant unmet need for rehabilitation services, and it is frequently undervalued in the health system. As populations age and the prevalence of noncommunicable diseases and injuries increases, and the demand for rehabilitation grows, strengthening rehabilitation in health systems becomes ever more paramount. Conventional rehabilitation service can be costly and time consuming to people not living near the rehabilitation centres. Often people with lower income who live in rural areas refuse rehabilitation services due to the logistic issue. On the other hand, in urban areas, most people are too busy with their daily activities and unable to keep their therapy schedule consistently. In consequence, patients do not enjoy the actual benefit of rehabilitation because of a certain limitation such as cost and time. These limitations can be surpassed by putting telerehabilitation, an emerging area of performing rehabilitation medical treatment with the use of technology from a distance into practice. Scientific studies of telerehabilitation in the current literature are discussing primarily in the area of readiness, technologies, and illnesses such as children autism and heart failure. However, there is limited evidence about telerehabilitation service for stroke patients, concentrating on the pre-implementation and implementation stages, which makes this paper viable and significant, potentially for telerehabilitation implementation in Malaysia. This paper proposes a new conceptual model of hybrid telerehabilitation that combines several technological principles, such as cloud, virtual reality, and computer-based system. The model was derived based on a study of a public tertiary hospital in Malaysia. The current traditional system was investigated and discussed. A new telerehabilitation model is proposed to widen the access for rehabilitation to patients of all ages. © 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 wrapper 5, author = wrapper 4, url = wrapper 3, doi = wrapper 2, issn = wrapper 1, year = wrapper 0, date = #boxed-wrapper 9, journal = #boxed-wrapper 8, volume = #boxed-wrapper 7, pages = #boxed-wrapper 6, publisher = #boxed-wrapper 5, abstract = #boxed-wrapper 4, note = #boxed-wrapper 3, keywords = #boxed-wrapper 2, pubstate = #boxed-wrapper 1, tppubtype = #boxed-wrapper 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 Instagram Feed JS 9, author = Instagram Feed JS 8, url = Instagram Feed JS 7, doi = Instagram Feed JS 6, isbn = Instagram Feed JS 5, year = Instagram Feed JS 4, date = Instagram Feed JS 3, journal = Instagram Feed JS 2, publisher = Instagram Feed JS 1, abstract = Instagram Feed JS 0, note = {cited By 2}, keywords = {Autism Spectrum Disorders, Components, Diseases, Framework, Game Design, Games, Serious Games, Vocabulary}, pubstate = {published}, tppubtype = {conference} } 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. |
Shahbodin, F; Mohd, C K N C K; Azni, A H; Jano, Z Visual perception games for autistic learners: Research findings Conference Association for Computing Machinery, 2019, ISBN: 9781450366212, (cited By 0). Abstract | Links | BibTeX | Tags: ADDIE Model, Autism, Autistic Children, Children with Autism, Conventional Methods, Diagnostic tools, Diseases, Education, Education Computing, Serious Games, Special Education, Students, Vision, Visual Perception @conference{Shahbodin201956, title = {Visual perception games for autistic learners: Research findings}, author = {F Shahbodin and C K N C K Mohd and A H Azni and Z Jano}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85064943370&doi=10.1145%2f3314527.3314534&partnerID=40&md5=d8f7013f1b7932097d9c65379ec94aab}, doi = {10.1145/3314527.3314534}, isbn = {9781450366212}, year = {2019}, date = {2019-01-01}, journal = {ACM International Conference Proceeding Series}, pages = {56-60}, publisher = {Association for Computing Machinery}, abstract = {Early identification and diagnosis of autism is the key to minimize its negative effects and get the autistic children on the right path. This paper analyzed autism diagnostic tool using serious games technique namely Vi-Per Games. It is a tool for special education teachers to diagnose visual perception problems among autistic students. The development of the game is based on ADDIE model. The results show that the use of Vi-Per Games successfully assist and facilitate teachers when making a diagnosis of visual perception problems in autistic students, compared with conventional methods of diagnosis. Diagnosing visual perception problems using serious games gives teachers and students enjoyable experiences in a way that no other medium can offer. © 2019 Association for Computing Machinery.}, note = {cited By 0}, keywords = {ADDIE Model, Autism, Autistic Children, Children with Autism, Conventional Methods, Diagnostic tools, Diseases, Education, Education Computing, Serious Games, Special Education, Students, Vision, Visual Perception}, pubstate = {published}, tppubtype = {conference} } Early identification and diagnosis of autism is the key to minimize its negative effects and get the autistic children on the right path. This paper analyzed autism diagnostic tool using serious games technique namely Vi-Per Games. It is a tool for special education teachers to diagnose visual perception problems among autistic students. The development of the game is based on ADDIE model. The results show that the use of Vi-Per Games successfully assist and facilitate teachers when making a diagnosis of visual perception problems in autistic students, compared with conventional methods of diagnosis. Diagnosing visual perception problems using serious games gives teachers and students enjoyable experiences in a way that no other medium can offer. © 2019 Association for Computing Machinery. |
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{Mohd20195b, title = {Visual perception games for autistic learners: Design & development}, author = {C K N C K Mohd and F Shahbodin and A H Azni and Z Jano}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85064918100&doi=10.1145%2f3314527.3314533&partnerID=40&md5=a3c6394e2cd86d31a30ed2d1f3b6e1e6}, doi = {10.1145/3314527.3314533}, isbn = {9781450366212}, year = {2019}, date = {2019-01-01}, journal = {ACM International Conference Proceeding Series}, pages = {5-11}, publisher = {Association for Computing Machinery}, abstract = {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.}, note = {cited By 0}, keywords = {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}, pubstate = {published}, tppubtype = {conference} } 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. |
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. |
Aziz, N S A; Ahmad, W F W; Hashim, A S A study on mobile applications developed for children with autism Journal Article Advances in Intelligent Systems and Computing, 843 , pp. 772-780, 2019, ISSN: 21945357, (cited By 0). Abstract | Links | BibTeX | Tags: Autism, Children with Autism, Communication Skills, Diseases, Education, Educational Applications, Mobile Applications, Mobile Computing, Mobile Learning, Mobile Technology, Neurological Disorders, Soft Computing @article{Aziz2019772, title = {A study on mobile applications developed for children with autism}, author = {N S A Aziz and W F W Ahmad and A S Hashim}, editor = {Gazem Busalim N A Mohammed F. Saeed F.}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85053916134&doi=10.1007%2f978-3-319-99007-1_71&partnerID=40&md5=b09f02f61c16c40cd2e1f7ec90ab0b99}, doi = {10.1007/978-3-319-99007-1_71}, issn = {21945357}, year = {2019}, date = {2019-01-01}, journal = {Advances in Intelligent Systems and Computing}, volume = {843}, pages = {772-780}, publisher = {Springer Verlag}, abstract = {The emerging of mobile technology leads to the extensive used of mobile application for learning purposes of the children with autism. Autism is a neurological disorder that affects the children’s behavior and their ability to communicate and interact socially. A lot of studies have been conducted on using mobile application to assist the children with autism to increase their social and communication skills. Mobile applications are now widely used, not only for entertainment and social networking, but also for education. The used of mobile applications in education has extend from dictionaries to special purpose education. This paper reviews six mobile applications developed to assist the children with autism for various purposes. This review will provide a summary of initial studies and preliminary findings for future development of enhanced application. © Springer Nature Switzerland AG 2019.}, note = {cited By 0}, keywords = {Autism, Children with Autism, Communication Skills, Diseases, Education, Educational Applications, Mobile Applications, Mobile Computing, Mobile Learning, Mobile Technology, Neurological Disorders, Soft Computing}, pubstate = {published}, tppubtype = {article} } The emerging of mobile technology leads to the extensive used of mobile application for learning purposes of the children with autism. Autism is a neurological disorder that affects the children’s behavior and their ability to communicate and interact socially. A lot of studies have been conducted on using mobile application to assist the children with autism to increase their social and communication skills. Mobile applications are now widely used, not only for entertainment and social networking, but also for education. The used of mobile applications in education has extend from dictionaries to special purpose education. This paper reviews six mobile applications developed to assist the children with autism for various purposes. This review will provide a summary of initial studies and preliminary findings for future development of enhanced application. © Springer Nature Switzerland AG 2019. |
Yap, C Y; Ng, K H; Cheah, Y; Lim, S Y; Price, J; Vries, De M App4Autism: An integrated assistive technology with heart rate monitoring for children with autism Journal Article Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 11870 LNCS , pp. 498-512, 2019, ISSN: 03029743, (cited By 0). Abstract | Links | BibTeX | Tags: Assistive Technology, Autism, Diseases, Early Childhoods, Heart, Heart Rate Monitoring, Mobile Applications, Mobile Computing, Patient Monitoring @article{Yap2019498, title = {App4Autism: An integrated assistive technology with heart rate monitoring for children with autism}, author = {C Y Yap and K H Ng and Y Cheah and S Y Lim and J Price and M De Vries}, editor = {Ahmad Smeaton Shih Velastin Terutoshi M N A F T K S T Badioze Zaman H. Mohamad Ali N.}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85077911902&doi=10.1007%2f978-3-030-34032-2_44&partnerID=40&md5=6b173ff9add01d06fd0682db52f48d7b}, doi = {10.1007/978-3-030-34032-2_44}, issn = {03029743}, year = {2019}, date = {2019-01-01}, journal = {Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)}, volume = {11870 LNCS}, pages = {498-512}, publisher = {Springer}, abstract = {Autism Spectrum Disorder (ASD) is a neurological development disorder that affects communication and behavior. Most assistive technologies for children with autistic traits have been designed to support single, targeted activity function such as learning and communication. In this paper, we report the design and development of an assistive mobile application with heart rate monitoring to help children with ASD in their daily life activities. The integrated mobile application, App4Autism was developed using a holistic design approach with the aim of enhancing communication, interaction and learning skills while providing emotion regulation support through music listening and heart rate monitoring. A novel focus of App4Autism is on noise sensitivity; to play music upon automatic detection of loud excessive noise (in decibel) while at the same time, monitoring the user’s heart rate using a pulse sensor. The paper focuses on a study to better understand the potential use and incorporation of music listening and heart rate/anxiety level monitoring in the app. The paper provides results of investigation into which music genre is more suitable to keep users calm. Initial experiment involved a general population sample; with results showing that personal music preference might have calming effects on users in environments with excessive background noise. We further expand on the design guidelines for creating an integrated assistive technology. © Springer Nature Switzerland AG 2019.}, note = {cited By 0}, keywords = {Assistive Technology, Autism, Diseases, Early Childhoods, Heart, Heart Rate Monitoring, Mobile Applications, Mobile Computing, Patient Monitoring}, pubstate = {published}, tppubtype = {article} } Autism Spectrum Disorder (ASD) is a neurological development disorder that affects communication and behavior. Most assistive technologies for children with autistic traits have been designed to support single, targeted activity function such as learning and communication. In this paper, we report the design and development of an assistive mobile application with heart rate monitoring to help children with ASD in their daily life activities. The integrated mobile application, App4Autism was developed using a holistic design approach with the aim of enhancing communication, interaction and learning skills while providing emotion regulation support through music listening and heart rate monitoring. A novel focus of App4Autism is on noise sensitivity; to play music upon automatic detection of loud excessive noise (in decibel) while at the same time, monitoring the user’s heart rate using a pulse sensor. The paper focuses on a study to better understand the potential use and incorporation of music listening and heart rate/anxiety level monitoring in the app. The paper provides results of investigation into which music genre is more suitable to keep users calm. Initial experiment involved a general population sample; with results showing that personal music preference might have calming effects on users in environments with excessive background noise. We further expand on the design guidelines for creating an integrated assistive technology. © Springer Nature Switzerland AG 2019. |
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. |
2018 |
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. |
Basir, N; Hashim, A F M; Abdullah, S; Rahim, N A A; Sabri, M; Yusuf, A H; Harun, W N; Buragohain, D 150 , EDP Sciences, 2018, ISSN: 2261236X, (cited By 0). Abstract | Links | BibTeX | Tags: Application Programs, Articulation Points, Autistic Children, Children with Autism, Diseases, Distributed Computer Systems, Human Development, Linguistics, Malay Languages, Malaysia, Reading Comprehension, Reading Skills, Software Applications, Touchscreens @conference{Basir2018, title = {"talking Phonics for Autism": Developing a multi-purpose touch screen technology software application which utilizes sound articulation point to teach autistic children}, author = {N Basir and A F M Hashim and S Abdullah and N A A Rahim and M Sabri and A H Yusuf and W N Harun and D Buragohain}, editor = {Mohd Salleh M A A Aljunid Syed Junid S.A. Rashidi C.B.M.}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85054012883&doi=10.1051%2fmatecconf%2f201815005040&partnerID=40&md5=d0cb0e71818be5cd02d2b28e936f45d7}, doi = {10.1051/matecconf/201815005040}, issn = {2261236X}, year = {2018}, date = {2018-01-01}, journal = {MATEC Web of Conferences}, volume = {150}, publisher = {EDP Sciences}, abstract = {This paper aims to examine the potentials of the multi-purpose touch screen technology application which utilizes a sound articulation point software called "TALKING PHONICS FOR AUTISMäs an alternative method of teaching phonics to autistic children. "TALKING PHONICS FOR AUTISM"is developed via a collaborative effort between the Centre of International Languages (CIL) and the School of Human Development and techno Communication (iKOM), University Malaysia Perlis (UniMAP). The reading skills of autism children are developed intofive (5) levels ofMalay reading comprehension skills. The first level consists of open syllables - vowels and consonants. The following consecutivethree levels comprised of closed syllables. The fourth level introduces vocal sequence while the fifth level constitutes of Malay language loans. The Malay-language dialect phonological theory by Tajul Aripin Kassin (2000) which is based on Clements & Keysher's (1980) Generative Booking Generic Fonology Model (CV) forms the theorectical framework of this paper. © 2017 The Authors.}, note = {cited By 0}, keywords = {Application Programs, Articulation Points, Autistic Children, Children with Autism, Diseases, Distributed Computer Systems, Human Development, Linguistics, Malay Languages, Malaysia, Reading Comprehension, Reading Skills, Software Applications, Touchscreens}, pubstate = {published}, tppubtype = {conference} } This paper aims to examine the potentials of the multi-purpose touch screen technology application which utilizes a sound articulation point software called "TALKING PHONICS FOR AUTISMäs an alternative method of teaching phonics to autistic children. "TALKING PHONICS FOR AUTISM"is developed via a collaborative effort between the Centre of International Languages (CIL) and the School of Human Development and techno Communication (iKOM), University Malaysia Perlis (UniMAP). The reading skills of autism children are developed intofive (5) levels ofMalay reading comprehension skills. The first level consists of open syllables - vowels and consonants. The following consecutivethree levels comprised of closed syllables. The fourth level introduces vocal sequence while the fifth level constitutes of Malay language loans. The Malay-language dialect phonological theory by Tajul Aripin Kassin (2000) which is based on Clements & Keysher's (1980) Generative Booking Generic Fonology Model (CV) forms the theorectical framework of this paper. © 2017 The Authors. |
Hashim, R; Yussof, H 2018-January , Institute of Electrical and Electronics Engineers Inc., 2018, ISBN: 9781538613429, (cited By 0). Abstract | Links | BibTeX | Tags: Assistive Technology, Autism, Children, Diseases, Economic and Social Effects, Economics, Humanoid, Intelligent Control, Robotics, Skill Training, Smart Sensors @conference{Hashim2018374, title = {Preparation for adulthood: Benefits of assistive technologies in social skills training of children with autism}, author = {R Hashim and H Yussof}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85047431902&doi=10.1109%2fIRIS.2017.8250151&partnerID=40&md5=3089796dde7022fa5a4a56200466013f}, doi = {10.1109/IRIS.2017.8250151}, isbn = {9781538613429}, year = {2018}, date = {2018-01-01}, journal = {Proceedings - 2017 IEEE 5th International Symposium on Robotics and Intelligent Sensors, IRIS 2017}, volume = {2018-January}, pages = {374-378}, publisher = {Institute of Electrical and Electronics Engineers Inc.}, abstract = {Humanoids as a form of assistive technologies have been shown to have positive effects on the social-cognitive behavior of brain-impaired children, particularly those with autism. However, evidences on the socio-economic benefits in social-skill training on brain-impaired children have been lacking. At the preliminary stage, a case study of a primary school with special classes for gifted children is the case study for pretesting purposes. As it is, interviewers with teachers at the special integration classes form the basis for primary data collection. Findings indicated that the teachers, parents and guardians of these children are not ready for humanoids to train their children but in future such attempts are encouraged. Nonetheless, this paper will highlight the socio-economic benefits of humanoid-assisted social skills training of children with autism. This is important in preparing them for adulthood and independence. In addition, from the literature reviewed, content analyses on humanoid-mediated research articles provide the preliminary empirical support. Evidences and outcomes from similar research projects conducted from social scientists in developing nations further narrows the objectives of the investigation. Theoretical implication from this study is also discussed. © 2017 IEEE.}, note = {cited By 0}, keywords = {Assistive Technology, Autism, Children, Diseases, Economic and Social Effects, Economics, Humanoid, Intelligent Control, Robotics, Skill Training, Smart Sensors}, pubstate = {published}, tppubtype = {conference} } Humanoids as a form of assistive technologies have been shown to have positive effects on the social-cognitive behavior of brain-impaired children, particularly those with autism. However, evidences on the socio-economic benefits in social-skill training on brain-impaired children have been lacking. At the preliminary stage, a case study of a primary school with special classes for gifted children is the case study for pretesting purposes. As it is, interviewers with teachers at the special integration classes form the basis for primary data collection. Findings indicated that the teachers, parents and guardians of these children are not ready for humanoids to train their children but in future such attempts are encouraged. Nonetheless, this paper will highlight the socio-economic benefits of humanoid-assisted social skills training of children with autism. This is important in preparing them for adulthood and independence. In addition, from the literature reviewed, content analyses on humanoid-mediated research articles provide the preliminary empirical support. Evidences and outcomes from similar research projects conducted from social scientists in developing nations further narrows the objectives of the investigation. Theoretical implication from this study is also discussed. © 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. |
2017 |
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. |
Senan, N; Aziz, Wan Ab W A; Othman, M F; Suparjoh, S 135 , EDP Sciences, 2017, ISSN: 2261236X, (cited By 1). Abstract | Links | BibTeX | Tags: Al-Quran, Aluminum, Children with Autism, Diseases, Learning, Learning Materials, Main Module, Manufacture, Mobile Applications, Mobile Computing, Mobile Telecommunication Systems, Teaching, User Testing @conference{Senan2017, title = {Embedding Repetition (Takrir) Technique in Developing Al-Quran Memorizing Mobile Application for Autism Children}, author = {N Senan and W A Wan Ab Aziz and M F Othman and S Suparjoh}, editor = {Sofian Amir Mohd Faizal Izzuddin Mohd Rasidi Mohd Azlis Sani Md.J. Ahmad Mubarak M K M B Z I T A Nik Hisyamudin M.N. Al Emran I.}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85036457592&doi=10.1051%2fmatecconf%2f201713500076&partnerID=40&md5=89a8a813a3f2af36f46870c9b4f4dd39}, doi = {10.1051/matecconf/201713500076}, issn = {2261236X}, year = {2017}, date = {2017-01-01}, journal = {MATEC Web of Conferences}, volume = {135}, publisher = {EDP Sciences}, abstract = {Nowadays, there are various types of learning materials used in the process of teaching and learning of Al-Quran including the use of mobile application. However, the features of mobile application that are appropriate for the process of memorizing the Al-Quran, especially for the needs of children with autism is still limited. Thus, this paper proposes an interactive Al-Quran mobile application namely iHafaz to facilitate autism children recite and memorizing Al-Quran. A takrir (repetition) technique in Islamic learning approach is embedded in this mobile application in order to assist autism children memorizing the Al-Quran easily. This mobile application consists of two main modules which are Hafaz (Memorize) and Latihan (Exercise). Result from the user testing shows that 72.4% of respondents agree that the takrir technique embedded in the mobile application able to improve the usability of the mobile application in helping the autism children to recite and memorize the Al-Quran easily. © 2017 The Authors.}, note = {cited By 1}, keywords = {Al-Quran, Aluminum, Children with Autism, Diseases, Learning, Learning Materials, Main Module, Manufacture, Mobile Applications, Mobile Computing, Mobile Telecommunication Systems, Teaching, User Testing}, pubstate = {published}, tppubtype = {conference} } Nowadays, there are various types of learning materials used in the process of teaching and learning of Al-Quran including the use of mobile application. However, the features of mobile application that are appropriate for the process of memorizing the Al-Quran, especially for the needs of children with autism is still limited. Thus, this paper proposes an interactive Al-Quran mobile application namely iHafaz to facilitate autism children recite and memorizing Al-Quran. A takrir (repetition) technique in Islamic learning approach is embedded in this mobile application in order to assist autism children memorizing the Al-Quran easily. This mobile application consists of two main modules which are Hafaz (Memorize) and Latihan (Exercise). Result from the user testing shows that 72.4% of respondents agree that the takrir technique embedded in the mobile application able to improve the usability of the mobile application in helping the autism children to recite and memorize the Al-Quran easily. © 2017 The Authors. |
Ilias, S; Tahir, N M; Jailani, R Institute of Electrical and Electronics Engineers Inc., 2017, ISBN: 9781509009251, (cited By 0). Abstract | Links | BibTeX | Tags: Classification (of information), Discriminant Analysis, Diseases, Extraction, Feature Extraction, Gait Analysis, Gait Classification, Image Retrieval, Industrial Electronics, Kernel Function, Kinematic Parameters, Kinematics, Learning, Linear Discriminant Analysis, Machine Learning Approaches, Motion Analysis System, Polynomial Functions, Principal Component Analysis, Support Vector Machines, SVM Classifiers @conference{Ilias2017275, title = {Feature extraction of autism gait data using principal component analysis and linear discriminant analysis}, author = {S Ilias and N M Tahir and R Jailani}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85034081031&doi=10.1109%2fIEACON.2016.8067391&partnerID=40&md5=7deaef6538413df7bfaf7cf723001d72}, doi = {10.1109/IEACON.2016.8067391}, isbn = {9781509009251}, year = {2017}, date = {2017-01-01}, journal = {IEACon 2016 - 2016 IEEE Industrial Electronics and Applications Conference}, pages = {275-279}, publisher = {Institute of Electrical and Electronics Engineers Inc.}, abstract = {In this research, the application of machine learning approach specifically support vector machine along with principal component analysis and linear discriminant analysis as feature extractions are evaluated and validated in discriminating gait features between normal subjects and autism children. Gait features of 32 normal and 12 autism children were recorded and analyzed using VICON motion analysis system and a force platform during normal walking. Here, twenty one gait features describing the three types of gait characteristics namely basic, kinetic and kinematic in these children are extracted. Further, with these gait features as input during classification, the ability of SVM as classifier are investigated using three different kernel functions specifically linear, polynomial, and radial basis. Results showed that LDA as feature extraction is the highest accuracy with kinematic parameters as gait features along with polynomial function as kernel for the SVM classifier. This finding proven that LDA is suitable as feature extraction and SVM is indeed apt as gait classifier in classifying the gait pattern autism and normal children. © 2016 IEEE.}, note = {cited By 0}, keywords = {Classification (of information), Discriminant Analysis, Diseases, Extraction, Feature Extraction, Gait Analysis, Gait Classification, Image Retrieval, Industrial Electronics, Kernel Function, Kinematic Parameters, Kinematics, Learning, Linear Discriminant Analysis, Machine Learning Approaches, Motion Analysis System, Polynomial Functions, Principal Component Analysis, Support Vector Machines, SVM Classifiers}, pubstate = {published}, tppubtype = {conference} } In this research, the application of machine learning approach specifically support vector machine along with principal component analysis and linear discriminant analysis as feature extractions are evaluated and validated in discriminating gait features between normal subjects and autism children. Gait features of 32 normal and 12 autism children were recorded and analyzed using VICON motion analysis system and a force platform during normal walking. Here, twenty one gait features describing the three types of gait characteristics namely basic, kinetic and kinematic in these children are extracted. Further, with these gait features as input during classification, the ability of SVM as classifier are investigated using three different kernel functions specifically linear, polynomial, and radial basis. Results showed that LDA as feature extraction is the highest accuracy with kinematic parameters as gait features along with polynomial function as kernel for the SVM classifier. This finding proven that LDA is suitable as feature extraction and SVM is indeed apt as gait classifier in classifying the gait pattern autism and normal children. © 2016 IEEE. |
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. |
Ilias, S; Tahir, N M; Jailani, R Development of three dimensional gait pattern in autism children - a review Conference Institute of Electrical and Electronics Engineers Inc., 2017, ISBN: 9781509011780, (cited By 0). Abstract | Links | BibTeX | Tags: Abnormal Gait, Children with Autism, Clinical Decision Making, Control Systems, Decision Making, Diseases, Enzyme Kinetics, Gait Analysis, Gait Classification, Kinematics, Spatial Temporals, Temporal Spatial, Three-Dimensional, Three-Dimensional Computer Graphics, Treatment Planning @conference{Ilias2017540, title = {Development of three dimensional gait pattern in autism children - a review}, author = {S Ilias and N M Tahir and R Jailani}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85019000981&doi=10.1109%2fICCSCE.2016.7893635&partnerID=40&md5=37aaf5f94b177ecfa164c432d32b5dfe}, doi = {10.1109/ICCSCE.2016.7893635}, isbn = {9781509011780}, year = {2017}, date = {2017-01-01}, journal = {Proceedings - 6th IEEE International Conference on Control System, Computing and Engineering, ICCSCE 2016}, pages = {540-545}, publisher = {Institute of Electrical and Electronics Engineers Inc.}, abstract = {Recently, gait patterns of children with autism is of interest in the gait community in order to identify significant gait parameter namely the three dimensional (3D) gait features such as spatial temporal, kinematic and kinetic. This is because gait pattern provides clinicians and researchers in understanding the trajectory of gait development. Understanding the characteristics and identifying gait pattern is essential in order to distinguish normal as well as abnormal gait pattern. Hence the purpose of this review is to identify deviations gait in children with autism based on criteria specifically subject character; measurement, type of gait variables measured; method of classification and major findings. Several gait variables from different instrumentation for gait analysis is reviewed too. Development of gait patterns via assessing gait deviations in children with ASD could assist clinician and researchers to differentiate gait pattern abnormality in diagnosing, clinical decision-making and treatment planning as well. © 2016 IEEE.}, note = {cited By 0}, keywords = {Abnormal Gait, Children with Autism, Clinical Decision Making, Control Systems, Decision Making, Diseases, Enzyme Kinetics, Gait Analysis, Gait Classification, Kinematics, Spatial Temporals, Temporal Spatial, Three-Dimensional, Three-Dimensional Computer Graphics, Treatment Planning}, pubstate = {published}, tppubtype = {conference} } Recently, gait patterns of children with autism is of interest in the gait community in order to identify significant gait parameter namely the three dimensional (3D) gait features such as spatial temporal, kinematic and kinetic. This is because gait pattern provides clinicians and researchers in understanding the trajectory of gait development. Understanding the characteristics and identifying gait pattern is essential in order to distinguish normal as well as abnormal gait pattern. Hence the purpose of this review is to identify deviations gait in children with autism based on criteria specifically subject character; measurement, type of gait variables measured; method of classification and major findings. Several gait variables from different instrumentation for gait analysis is reviewed too. Development of gait patterns via assessing gait deviations in children with ASD could assist clinician and researchers to differentiate gait pattern abnormality in diagnosing, clinical decision-making and treatment planning as well. © 2016 IEEE. |
Singh, Joginder S; Hussein, N H; Kamal, Mustaffa R; Hassan, F H Reflections of Malaysian parents of children with developmental disabilities on their experiences with AAC Journal Article AAC: Augmentative and Alternative Communication, 33 (2), pp. 110-120, 2017, ISSN: 07434618, (cited By 10). Abstract | Links | BibTeX | Tags: Adult, Attitude to Health, Augmentative and Alternative Communication, Children, Communication Aid, Communication Aids for Disabled, Communication Disorder, Communication Disorders, Developmental Disabilities, Developmental Disorders, Disabilities, Diseases, Family, Female, Human, Human Rehabilitation Engineering, Malaysia, Male, Middle Aged, Parents, Preschool, Preschool Child, Qualitative Research @article{JoginderSingh2017110, title = {Reflections of Malaysian parents of children with developmental disabilities on their experiences with AAC}, author = {S Joginder Singh and N H Hussein and R Mustaffa Kamal and F H Hassan}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85017131769&doi=10.1080%2f07434618.2017.1309457&partnerID=40&md5=067c39e0c318e76caff96b29bb4dbb21}, doi = {10.1080/07434618.2017.1309457}, issn = {07434618}, year = {2017}, date = {2017-01-01}, journal = {AAC: Augmentative and Alternative Communication}, volume = {33}, number = {2}, pages = {110-120}, publisher = {Taylor and Francis Ltd}, abstract = {Parents play an important role in the successful implementation of AAC. Previous research has indicated that parents in different countries have varying perceptions about the use of AAC and face different challenges in its implementation. To date, there is limited information about the use of AAC by children in Malaysia or parents’ views about its use. The aim of this study was to explore Malaysian parents’ perception of AAC and their experience when supporting their children who use AAC. For this study, 12 parents of children with autism spectrum disorder and cerebral palsy were involved in semi-structured individual interviews. Qualitative content analysis was used to analyze interview data. Following analysis, three themes were identified: (a) impact of the use of AAC, (b) challenges faced, and (c) hopes and expectations. Participants reported that the use of AAC had a positive impact on their children, but that they faced challenges related to the child, the settings, and the system itself, as well as a lack of time and support. Findings from this study provide an insight for Malaysian speech therapists about the challenges faced by parents when supporting their children who use AAC, and how important it is to overcome these challenges to ensure successful implementation of AAC. © 2017 International Society for Augmentative and Alternative Communication.}, note = {cited By 10}, keywords = {Adult, Attitude to Health, Augmentative and Alternative Communication, Children, Communication Aid, Communication Aids for Disabled, Communication Disorder, Communication Disorders, Developmental Disabilities, Developmental Disorders, Disabilities, Diseases, Family, Female, Human, Human Rehabilitation Engineering, Malaysia, Male, Middle Aged, Parents, Preschool, Preschool Child, Qualitative Research}, pubstate = {published}, tppubtype = {article} } Parents play an important role in the successful implementation of AAC. Previous research has indicated that parents in different countries have varying perceptions about the use of AAC and face different challenges in its implementation. To date, there is limited information about the use of AAC by children in Malaysia or parents’ views about its use. The aim of this study was to explore Malaysian parents’ perception of AAC and their experience when supporting their children who use AAC. For this study, 12 parents of children with autism spectrum disorder and cerebral palsy were involved in semi-structured individual interviews. Qualitative content analysis was used to analyze interview data. Following analysis, three themes were identified: (a) impact of the use of AAC, (b) challenges faced, and (c) hopes and expectations. Participants reported that the use of AAC had a positive impact on their children, but that they faced challenges related to the child, the settings, and the system itself, as well as a lack of time and support. Findings from this study provide an insight for Malaysian speech therapists about the challenges faced by parents when supporting their children who use AAC, and how important it is to overcome these challenges to ensure successful implementation of AAC. © 2017 International Society for Augmentative and Alternative Communication. |
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. |
Kamaruzaman, M F; Noor, H M; Hanapiah, F A; Azahari, M H H Efficacy of DTT by using touchscreen learning numeracy App for children with autism Conference Institute of Electrical and Electronics Engineers Inc., 2017, ISBN: 9781509015955, (cited By 1). Abstract | Links | BibTeX | Tags: Application Design, Behaviour Analysis, Cause and Effects, Children with Autism, Computer Aided Instruction, Diseases, E-learning, Education, Engineering Education, Interactive Learning, Learning, Scaffolds, Statistics, Teaching, Windows Platform @conference{Kamaruzaman2017198, title = {Efficacy of DTT by using touchscreen learning numeracy App for children with autism}, author = {M F Kamaruzaman and H M Noor and F A Hanapiah and M H H Azahari}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85015855570&doi=10.1109%2fICEED.2016.7856071&partnerID=40&md5=7c8bf72171f0671937980837ef25a7cf}, doi = {10.1109/ICEED.2016.7856071}, isbn = {9781509015955}, year = {2017}, date = {2017-01-01}, journal = {2016 IEEE 8th International Conference on Engineering Education: Enhancing Engineering Education Through Academia-Industry Collaboration, ICEED 2016}, pages = {198-201}, publisher = {Institute of Electrical and Electronics Engineers Inc.}, abstract = {Touchscreen assistive learning numeracy application (TaLNA) is a touchscreen learning based application design for Children with Autism. TaLNA has been developed based on the concept of Applied Behaviour Analysis (ABA) called discrete trial training (DTT). This app will be used by teachers and instructors as a platform to facilitate children with autism on learning basic numeracy development in special schools. Thus, this study will investigate the efficacy and the effect of touchscreen assistive learning towards the children with autism. This app will run on Android and Windows platform. At an economical price range, the touchscreen assistive learning will have an immediate cause and effect response that enables the children with autism to be more independent during the scaffolds learning process. Hence it is an essence enhancement for children with autism management in and outside the classroom. This app is embedded with animated and interactive learning which has the potential to keep the children with autism motivated and engaged. It is a hope that TaLNA may inspire the instructional learning environment for children with autism, which could avail boost in early childcare education (ECCE). © 2016 IEEE.}, note = {cited By 1}, keywords = {Application Design, Behaviour Analysis, Cause and Effects, Children with Autism, Computer Aided Instruction, Diseases, E-learning, Education, Engineering Education, Interactive Learning, Learning, Scaffolds, Statistics, Teaching, Windows Platform}, pubstate = {published}, tppubtype = {conference} } Touchscreen assistive learning numeracy application (TaLNA) is a touchscreen learning based application design for Children with Autism. TaLNA has been developed based on the concept of Applied Behaviour Analysis (ABA) called discrete trial training (DTT). This app will be used by teachers and instructors as a platform to facilitate children with autism on learning basic numeracy development in special schools. Thus, this study will investigate the efficacy and the effect of touchscreen assistive learning towards the children with autism. This app will run on Android and Windows platform. At an economical price range, the touchscreen assistive learning will have an immediate cause and effect response that enables the children with autism to be more independent during the scaffolds learning process. Hence it is an essence enhancement for children with autism management in and outside the classroom. This app is embedded with animated and interactive learning which has the potential to keep the children with autism motivated and engaged. It is a hope that TaLNA may inspire the instructional learning environment for children with autism, which could avail boost in early childcare education (ECCE). © 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. |
Sitimin, S A; Fikry, A; Ismail, Z; Hussein, N Work-family Conflict among Working Parents of Children with Autism in Malaysia Conference 105 , Elsevier B.V., 2017, ISSN: 18770509, (cited By 2). Abstract | Links | BibTeX | Tags: Anthropomorphic Robots, Children with Autism, Diseases, Humanoid Robot, Intelligent Control, Malaysia, Robotics, Smart Sensors, Work-Family Conflict, Working Parents @conference{Sitimin2017345, title = {Work-family Conflict among Working Parents of Children with Autism in Malaysia}, author = {S A Sitimin and A Fikry and Z Ismail and N Hussein}, editor = {Yussof H.}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85016123728&doi=10.1016%2fj.procs.2017.01.232&partnerID=40&md5=96f1dbb29f30b6aadd279818134255df}, doi = {10.1016/j.procs.2017.01.232}, issn = {18770509}, year = {2017}, date = {2017-01-01}, journal = {Procedia Computer Science}, volume = {105}, pages = {345-352}, publisher = {Elsevier B.V.}, abstract = {This qualitative study describes the conflict between work roles and family roles, and recommendations to reduce the work-family conflict from the perspective of working parents of children with Autism in Malaysia. Data were collected personally from 12 respondents via a semi-structured interview. These working parents discussed the work-family conflict that they faced and what kind of needs that can help to overcome the conflicts, as well as if there is any support provided by their employer to reduce work-family conflict. Interview results indicate that balancing work roles and family roles at once is very challenging. It shows that these working parents need a nursery that accepts a child with Autism and support from their employer to lessen their work-family conflict. © 2017 The Authors.}, note = {cited By 2}, keywords = {Anthropomorphic Robots, Children with Autism, Diseases, Humanoid Robot, Intelligent Control, Malaysia, Robotics, Smart Sensors, Work-Family Conflict, Working Parents}, pubstate = {published}, tppubtype = {conference} } This qualitative study describes the conflict between work roles and family roles, and recommendations to reduce the work-family conflict from the perspective of working parents of children with Autism in Malaysia. Data were collected personally from 12 respondents via a semi-structured interview. These working parents discussed the work-family conflict that they faced and what kind of needs that can help to overcome the conflicts, as well as if there is any support provided by their employer to reduce work-family conflict. Interview results indicate that balancing work roles and family roles at once is very challenging. It shows that these working parents need a nursery that accepts a child with Autism and support from their employer to lessen their work-family conflict. © 2017 The Authors. |
Hashim, R; Yussof, H Humanizing Humanoids Towards Social Inclusiveness for Children with Autism Conference 105 , Elsevier B.V., 2017, ISSN: 18770509, (cited By 1). Abstract | Links | BibTeX | Tags: Assistive Technology, Autism, Children with Autism, Diseases, Human Robot Interaction, Humanoid, Hybrid Methodologies, Intelligent Control, Mental Disabilities, Patient Rehabilitation, Philosophical Aspects, Robotics, Robots, Secondary Data Analysis, Smart Sensors, Social Inclusiveness @conference{Hashim2017359, title = {Humanizing Humanoids Towards Social Inclusiveness for Children with Autism}, author = {R Hashim and H Yussof}, editor = {Yussof H.}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85016094915&doi=10.1016%2fj.procs.2017.01.234&partnerID=40&md5=5b6e1e4faeb0346832c57f23e5ba4a42}, doi = {10.1016/j.procs.2017.01.234}, issn = {18770509}, year = {2017}, date = {2017-01-01}, journal = {Procedia Computer Science}, volume = {105}, pages = {359-364}, publisher = {Elsevier B.V.}, abstract = {Assistive technologies in the form of humanoids have gained mileage in the area of rehabilitation, in particular, for children with various mental disabilities such as autism. The extent of the use of humanoids in augmenting these children are numerous yet, the social inclusiveness in the form of religious values, spirituality and ethics have hardly been explored. In these new and ambiguous dimensions, evidences of inclusiveness through repeated observations and interviews as well as secondary data analyses formed the hybrid methodology for this research project. The findings revealed a positive influence by humanizing humanoids in the social skill augmentation, religious and spiritual enhance of the scope. In attempting such a sensitive project, proper ethical procedures have to be in place because of the focus group. The implications of the findings are important in drafting relevant policies not just in educating the children, but to improve their quality of life, enriching the family well-being and enhance societal awareness for social inclusiveness. © 2017 The Authors.}, note = {cited By 1}, keywords = {Assistive Technology, Autism, Children with Autism, Diseases, Human Robot Interaction, Humanoid, Hybrid Methodologies, Intelligent Control, Mental Disabilities, Patient Rehabilitation, Philosophical Aspects, Robotics, Robots, Secondary Data Analysis, Smart Sensors, Social Inclusiveness}, pubstate = {published}, tppubtype = {conference} } Assistive technologies in the form of humanoids have gained mileage in the area of rehabilitation, in particular, for children with various mental disabilities such as autism. The extent of the use of humanoids in augmenting these children are numerous yet, the social inclusiveness in the form of religious values, spirituality and ethics have hardly been explored. In these new and ambiguous dimensions, evidences of inclusiveness through repeated observations and interviews as well as secondary data analyses formed the hybrid methodology for this research project. The findings revealed a positive influence by humanizing humanoids in the social skill augmentation, religious and spiritual enhance of the scope. In attempting such a sensitive project, proper ethical procedures have to be in place because of the focus group. The implications of the findings are important in drafting relevant policies not just in educating the children, but to improve their quality of life, enriching the family well-being and enhance societal awareness for social inclusiveness. © 2017 The Authors. |
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. |
Salleh, M H K; Miskam, M A; Yussof, H; Omar, A R HRI Assessment of ASKNAO Intervention Framework via Typically Developed Child Conference 105 , Elsevier B.V., 2017, ISSN: 18770509, (cited By 1). Abstract | Links | BibTeX | Tags: Anthropomorphic Robots, ASKNAO, Autism, Diseases, Humanoid Robot, Humanoid Robot NAO, Intelligent Control, Network Function Virtualization, Rehabilitation Robotics, Robotics, Smart Sensors, Social Interactions @conference{Salleh2017333, title = {HRI Assessment of ASKNAO Intervention Framework via Typically Developed Child}, author = {M H K Salleh and M A Miskam and H Yussof and A R Omar}, editor = {Yussof H.}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85016113682&doi=10.1016%2fj.procs.2017.01.230&partnerID=40&md5=dca0fd7b8ec976ff9aefce53582a3aca}, doi = {10.1016/j.procs.2017.01.230}, issn = {18770509}, year = {2017}, date = {2017-01-01}, journal = {Procedia Computer Science}, volume = {105}, pages = {333-339}, publisher = {Elsevier B.V.}, abstract = {This paper discuss about mock experiment on a typically developed child. The mock experiment is based on the previous work of the experimental framework on ASKNAO intervention. This is conducted as a preparation for the main experiment and to fine-tune the framework so that undesirable elements from the framework can be avoided. A typically developed child is used rather than an autism child because the typically developed child is able to handle the stress that occurs and capable of expressing his emotions freely. The findings of the experiment shows that the several adjustment need to be made on the previous framework in order to achieve a better result for the main experiment on an autism child. © 2017 The Authors.}, note = {cited By 1}, keywords = {Anthropomorphic Robots, ASKNAO, Autism, Diseases, Humanoid Robot, Humanoid Robot NAO, Intelligent Control, Network Function Virtualization, Rehabilitation Robotics, Robotics, Smart Sensors, Social Interactions}, pubstate = {published}, tppubtype = {conference} } This paper discuss about mock experiment on a typically developed child. The mock experiment is based on the previous work of the experimental framework on ASKNAO intervention. This is conducted as a preparation for the main experiment and to fine-tune the framework so that undesirable elements from the framework can be avoided. A typically developed child is used rather than an autism child because the typically developed child is able to handle the stress that occurs and capable of expressing his emotions freely. The findings of the experiment shows that the several adjustment need to be made on the previous framework in order to achieve a better result for the main experiment on an autism child. © 2017 The Authors. |
Hashim, R; Yussof, H; Bahrin, N L Z Religious Perceptions on Use of Humanoid for Spiritual Augmentation of Children with Autism Conference 105 , Elsevier B.V., 2017, ISSN: 18770509, (cited By 2). Abstract | Links | BibTeX | Tags: Autism, Diseases, Humanoid, Intelligent Control, Islam, Religion, Robotics, Smart Sensors, Spirituality, Teaching @conference{Hashim2017353, title = {Religious Perceptions on Use of Humanoid for Spiritual Augmentation of Children with Autism}, author = {R Hashim and H Yussof and N L Z Bahrin}, editor = {Yussof H.}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85016125089&doi=10.1016%2fj.procs.2017.01.233&partnerID=40&md5=8aa41b85cc270c8bb0dd515d054df547}, doi = {10.1016/j.procs.2017.01.233}, issn = {18770509}, year = {2017}, date = {2017-01-01}, journal = {Procedia Computer Science}, volume = {105}, pages = {353-358}, publisher = {Elsevier B.V.}, abstract = {In the study of theology relevant to contemporary advances in science and technology, the underpinnings with regards to the religious and spiritual outcomes have to be considered. In the case of humanoids for spiritual augmentation of children with various brain impairments, the religious implications to the children and their families require adequate support prior to the sessions. Hence, this paper provides a review of a monotheistic religion, Islam, that is, the perceptions on the use of robots for spiritual augmentation of special-needs children within the context of the Islamic faith. This is important to teachers and researchers in anticipating better outcomes and in contradicting the debate on psychedelic consequences. © 2017 The Authors.}, note = {cited By 2}, keywords = {Autism, Diseases, Humanoid, Intelligent Control, Islam, Religion, Robotics, Smart Sensors, Spirituality, Teaching}, pubstate = {published}, tppubtype = {conference} } In the study of theology relevant to contemporary advances in science and technology, the underpinnings with regards to the religious and spiritual outcomes have to be considered. In the case of humanoids for spiritual augmentation of children with various brain impairments, the religious implications to the children and their families require adequate support prior to the sessions. Hence, this paper provides a review of a monotheistic religion, Islam, that is, the perceptions on the use of robots for spiritual augmentation of special-needs children within the context of the Islamic faith. This is important to teachers and researchers in anticipating better outcomes and in contradicting the debate on psychedelic consequences. © 2017 The Authors. |
Ilias, S; Tahir, N M; Jailani, R; Hasan, C Z C Linear Discriminant Analysis in Classifying Walking Gait of Autistic Children Conference Institute of Electrical and Electronics Engineers Inc., 2017, ISBN: 9781538614099, (cited By 0). Abstract | Links | BibTeX | Tags: Autism, Autistic Children, Children with Autism, Discriminant Analysis, Diseases, Extraction, Feature Extraction, Gait Analysis, Gait Classification, Kinematics, Linear Discriminant Analysis, Motion Analysis System, Neural Networks, Principal Component Analysis, Three-Dimensional @conference{Ilias201767, title = {Linear Discriminant Analysis in Classifying Walking Gait of Autistic Children}, author = {S Ilias and N M Tahir and R Jailani and C Z C Hasan}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85048377850&doi=10.1109%2fEMS.2017.22&partnerID=40&md5=06de53be2b4f3976ddcc420067ab6e44}, doi = {10.1109/EMS.2017.22}, isbn = {9781538614099}, year = {2017}, date = {2017-01-01}, journal = {Proceedings - UKSim-AMSS 11th European Modelling Symposium on Computer Modelling and Simulation, EMS 2017}, pages = {67-72}, publisher = {Institute of Electrical and Electronics Engineers Inc.}, abstract = {The aim of this research is to investigate the effectiveness between Principal Component Analysis (PCA) and Linear Discriminant Analysis (LDA) along with neural network (NN) in classifying the gait of autistic children as compared to control group. Twelve autistic children and thirty two normal children participated in this study. Firstly the walking gait of these two groups are acquired using VICON Motion Analysis System to extract the three dimensional (3D) gait features that comprised of 21 gait features namely five features from basic temporal spatial, five features represented the kinetic parameters and twelve features from kinematic. Further, PCA and LDA are utilized as feature extraction in determining the significant features among these gait features. With NN as classifier, results showed that LDA as feature extraction outperform PCA for classification of autism versus normal children namely kinematic gait patterns attained 98.44% accuracy followed by basic temporal spatial gait features with accuracy of 87.5%. © 2017 IEEE.}, note = {cited By 0}, keywords = {Autism, Autistic Children, Children with Autism, Discriminant Analysis, Diseases, Extraction, Feature Extraction, Gait Analysis, Gait Classification, Kinematics, Linear Discriminant Analysis, Motion Analysis System, Neural Networks, Principal Component Analysis, Three-Dimensional}, pubstate = {published}, tppubtype = {conference} } The aim of this research is to investigate the effectiveness between Principal Component Analysis (PCA) and Linear Discriminant Analysis (LDA) along with neural network (NN) in classifying the gait of autistic children as compared to control group. Twelve autistic children and thirty two normal children participated in this study. Firstly the walking gait of these two groups are acquired using VICON Motion Analysis System to extract the three dimensional (3D) gait features that comprised of 21 gait features namely five features from basic temporal spatial, five features represented the kinetic parameters and twelve features from kinematic. Further, PCA and LDA are utilized as feature extraction in determining the significant features among these gait features. With NN as classifier, results showed that LDA as feature extraction outperform PCA for classification of autism versus normal children namely kinematic gait patterns attained 98.44% accuracy followed by basic temporal spatial gait features with accuracy of 87.5%. © 2017 IEEE. |
Hashim, R; Yussof, H A Review of the Ambit of Politics in Social Robotics Conference 105 , Elsevier B.V., 2017, ISSN: 18770509, (cited By 3). Abstract | Links | BibTeX | Tags: Acceptance, Autism, Children, Diseases, Economic and Social Effects, Education, Influence, Intelligent Control, Machine Design, Politics, Robotics, Robots, Smart Sensors, Social Robotics, Social Sciences @conference{Hashim2017316, title = {A Review of the Ambit of Politics in Social Robotics}, author = {R Hashim and H Yussof}, editor = {Yussof H.}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85016116583&doi=10.1016%2fj.procs.2017.01.228&partnerID=40&md5=d87a64238e7afb117359db4af16a4b52}, doi = {10.1016/j.procs.2017.01.228}, issn = {18770509}, year = {2017}, date = {2017-01-01}, journal = {Procedia Computer Science}, volume = {105}, pages = {316-321}, publisher = {Elsevier B.V.}, abstract = {This article reviews the range of currently held positions on the politics of social robotics for skill augmentation of children with autism and other brain disabilities. Publications from peer-reviewed journals and conference proceedings were analyzed. From these articles categorizations were accorded into three emerging themes on the politics of social robotics which are, influence, acceptance and adoption. The findings indicated that the social skilling of brain-impaired children are implicated but not present in the development and design process of the robots. Instead, the human social skills were assigned to the capability and general features of the robots. The need for social robots is in tandem with societal changes and the increased demographics as well as demands from the healthcare industry. The conceptualization of brain-impaired children is plagued with stereotypical views that they are both mentally and physically handicapped, helpless, require round-the-clock care and in need of robotic assistance when humans fail. Depending on the nation status, the influence, acceptance and adoption of social robotics are indeed political and the success of science for society needs has to be re-examined and perhaps redefined in order to reap the return on investment of the robot production. © 2017 The Authors.}, note = {cited By 3}, keywords = {Acceptance, Autism, Children, Diseases, Economic and Social Effects, Education, Influence, Intelligent Control, Machine Design, Politics, Robotics, Robots, Smart Sensors, Social Robotics, Social Sciences}, pubstate = {published}, tppubtype = {conference} } This article reviews the range of currently held positions on the politics of social robotics for skill augmentation of children with autism and other brain disabilities. Publications from peer-reviewed journals and conference proceedings were analyzed. From these articles categorizations were accorded into three emerging themes on the politics of social robotics which are, influence, acceptance and adoption. The findings indicated that the social skilling of brain-impaired children are implicated but not present in the development and design process of the robots. Instead, the human social skills were assigned to the capability and general features of the robots. The need for social robots is in tandem with societal changes and the increased demographics as well as demands from the healthcare industry. The conceptualization of brain-impaired children is plagued with stereotypical views that they are both mentally and physically handicapped, helpless, require round-the-clock care and in need of robotic assistance when humans fail. Depending on the nation status, the influence, acceptance and adoption of social robotics are indeed political and the success of science for society needs has to be re-examined and perhaps redefined in order to reap the return on investment of the robot production. © 2017 The Authors. |
Hakim, N H A; Majlis, B Y; Suzuki, H; Tsukahara, T Neuron-specific splicing Journal Article BioScience Trends, 11 (1), pp. 16-22, 2017, ISSN: 18817815, (cited By 0). Abstract | Links | BibTeX | Tags: Alternative RNA Splicing, Alternative Splicing, Animals, Antibody Specificity, Biological, Biological Model, Diseases, Genetics, Human, Metabolism, Models, Nerve Cell, Neurons, Organ Specificity, RNA Splicing @article{Hakim201716, title = {Neuron-specific splicing}, author = {N H A Hakim and B Y Majlis and H Suzuki and T Tsukahara}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85014435502&doi=10.5582%2fbst.2016.01169&partnerID=40&md5=8a5044dbf3b905fc2553520a048bcd59}, doi = {10.5582/bst.2016.01169}, issn = {18817815}, year = {2017}, date = {2017-01-01}, journal = {BioScience Trends}, volume = {11}, number = {1}, pages = {16-22}, publisher = {International Advancement Center for Medicine and Health Research Co., Ltd.}, abstract = {During pre-mRNA splicing events, introns are removed from the pre-mRNA, and the remaining exons are connected together to form a single continuous molecule. Alternative splicing is a common mechanism for the regulation of gene expression in eukaryotes. More than 90% of human genes are known to undergo alternative splicing. The most common type of alternative splicing is exon skipping, which is also known as cassette exon. Other known alternative splicing events include alternative 5' splice sites, alternative 3' splice sites, intron retention, and mutually exclusive exons. Alternative splicing events are controlled by regulatory proteins responsible for both positive and negative regulation. In this review, we focus on neuronal splicing regulators and discuss several notable regulators in depth. In addition, we have also included an example of splicing regulation mediated by the RBFox protein family. Lastly, as previous studies have shown that a number of splicing factors are associated with neuronal diseases such as Alzheime's disease (AD) and Autism spectrum disorder (ASD), here we consider their importance in neuronal diseases wherein the underlying mechanisms have yet to be elucidated.}, note = {cited By 0}, keywords = {Alternative RNA Splicing, Alternative Splicing, Animals, Antibody Specificity, Biological, Biological Model, Diseases, Genetics, Human, Metabolism, Models, Nerve Cell, Neurons, Organ Specificity, RNA Splicing}, pubstate = {published}, tppubtype = {article} } During pre-mRNA splicing events, introns are removed from the pre-mRNA, and the remaining exons are connected together to form a single continuous molecule. Alternative splicing is a common mechanism for the regulation of gene expression in eukaryotes. More than 90% of human genes are known to undergo alternative splicing. The most common type of alternative splicing is exon skipping, which is also known as cassette exon. Other known alternative splicing events include alternative 5' splice sites, alternative 3' splice sites, intron retention, and mutually exclusive exons. Alternative splicing events are controlled by regulatory proteins responsible for both positive and negative regulation. In this review, we focus on neuronal splicing regulators and discuss several notable regulators in depth. In addition, we have also included an example of splicing regulation mediated by the RBFox protein family. Lastly, as previous studies have shown that a number of splicing factors are associated with neuronal diseases such as Alzheime's disease (AD) and Autism spectrum disorder (ASD), here we consider their importance in neuronal diseases wherein the underlying mechanisms have yet to be elucidated. |
2016 |
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. |
Aziz, N S A; Ahmad, W F W; Hashim, A S Development phase of mobile numerical application for children with autism: Math4Autism Conference Institute of Electrical and Electronics Engineers Inc., 2016, ISBN: 9781509051342, (cited By 1). Abstract | Links | BibTeX | Tags: Autism, Children with Autism, Computer Aided Instruction, Development Phase, Diseases, E-learning, Information and Communications Technology, Information Science, Learning, Life Cycle, Mobile Applications, Mobile Devices, Mobile Learning, Numerical Applications, Software Prototyping, Teaching @conference{Aziz2016542, title = {Development phase of mobile numerical application for children with autism: Math4Autism}, author = {N S A Aziz and W F W Ahmad and A S Hashim}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85010461776&doi=10.1109%2fICCOINS.2016.7783273&partnerID=40&md5=092bea803c38715887a236f5a14af3d9}, doi = {10.1109/ICCOINS.2016.7783273}, isbn = {9781509051342}, year = {2016}, date = {2016-01-01}, journal = {2016 3rd International Conference on Computer and Information Sciences, ICCOINS 2016 - Proceedings}, pages = {542-546}, publisher = {Institute of Electrical and Electronics Engineers Inc.}, abstract = {The use of mobile devices in teaching and learning has intensified in this era of information and communication technology. The utilization of mobile learning application created learning beyond the boundaries of four wall of the traditional classrooms. The mobile learning application can be used everywhere at any time. This fits the restraint of the children with autism. The development lifecycle used to develop the working prototype, was adapted from ADDIE lifecycle which consists of five phases; analysis, design, development, implementation and evaluation. This paper objectively presents the development phase of the Math4Autism development lifecycle. Math4Autism is a prototype of mobile learning application developed for the children with Autism to learn basic numbers, basic shapes and sizes. This paper discusses the tools used in developing the working prototype and presents the menu hierarchy for the prototype. The working prototype was tested to ensure its functionality works and free from errors. The result shows that the working prototype is ready to be tested to the real users. © 2016 IEEE.}, note = {cited By 1}, keywords = {Autism, Children with Autism, Computer Aided Instruction, Development Phase, Diseases, E-learning, Information and Communications Technology, Information Science, Learning, Life Cycle, Mobile Applications, Mobile Devices, Mobile Learning, Numerical Applications, Software Prototyping, Teaching}, pubstate = {published}, tppubtype = {conference} } The use of mobile devices in teaching and learning has intensified in this era of information and communication technology. The utilization of mobile learning application created learning beyond the boundaries of four wall of the traditional classrooms. The mobile learning application can be used everywhere at any time. This fits the restraint of the children with autism. The development lifecycle used to develop the working prototype, was adapted from ADDIE lifecycle which consists of five phases; analysis, design, development, implementation and evaluation. This paper objectively presents the development phase of the Math4Autism development lifecycle. Math4Autism is a prototype of mobile learning application developed for the children with Autism to learn basic numbers, basic shapes and sizes. This paper discusses the tools used in developing the working prototype and presents the menu hierarchy for the prototype. The working prototype was tested to ensure its functionality works and free from errors. The result shows that the working prototype is ready to be tested to the real users. © 2016 IEEE. |
Abdullah, M H L; Wilson, C; Brereton, M MyCalendar: Supporting families to communicate with their child on the autism spectrum Conference Association for Computing Machinery, Inc, 2016, ISBN: 9781450346184, (cited By 4). Abstract | Links | BibTeX | Tags: Autism Spectrum Disorders, Behaviour, Children, Communication, Diseases, Human Computer Interaction, Interactive Computer Systems, iPad Applications, MyCalendar, Photo and Video, Socialisation @conference{Abdullah2016613, title = {MyCalendar: Supporting families to communicate with their child on the autism spectrum}, author = {M H L Abdullah and C Wilson and M Brereton}, editor = {Parker C.}, url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85012023591&doi=10.1145%2f3010915.3011000&partnerID=40&md5=1b5c49a1a74b95fd3e456bc1ea1d9ee4}, doi = {10.1145/3010915.3011000}, isbn = {9781450346184}, year = {2016}, date = {2016-01-01}, journal = {Proceedings of the 28th Australian Computer-Human Interaction Conference, OzCHI 2016}, pages = {613-617}, publisher = {Association for Computing Machinery, Inc}, abstract = {This paper presents a study in which a mobile application, 'MyCalendar', was trialled with children on the autism spectrum and their families. In previous work, we described how the MyCalendar app supported communication across both home and school settings through photos and videos of the child's activities, presented in the format of a visual calendar. These visuals supported the child to communicate and socialise and to recall activities and helped adults to better understand the child holistically. This note augments previous work on MyCalendar by focusing on interactions at home within the family. Findings revealed that routine review of activities documented in MyCalendar enabled children to participate more in family conversations, extended their time spent interacting socially, and reinforced social relationships. This gave the children on the autism spectrum greater opportunity to share and communicate within the family as well as to share their interactions at school with family members. Copyright © 2016 ACM.}, note = {cited By 4}, keywords = {Autism Spectrum Disorders, Behaviour, Children, Communication, Diseases, Human Computer Interaction, Interactive Computer Systems, iPad Applications, MyCalendar, Photo and Video, Socialisation}, pubstate = {published}, tppubtype = {conference} } This paper presents a study in which a mobile application, 'MyCalendar', was trialled with children on the autism spectrum and their families. In previous work, we described how the MyCalendar app supported communication across both home and school settings through photos and videos of the child's activities, presented in the format of a visual calendar. These visuals supported the child to communicate and socialise and to recall activities and helped adults to better understand the child holistically. This note augments previous work on MyCalendar by focusing on interactions at home within the family. Findings revealed that routine review of activities documented in MyCalendar enabled children to participate more in family conversations, extended their time spent interacting socially, and reinforced social relationships. This gave the children on the autism spectrum greater opportunity to share and communicate within the family as well as to share their interactions at school with family members. Copyright © 2016 ACM. |