@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}
}

@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}
}

@conference{Abdullah20151,
title = {MyCalendar: Fostering communication for children with autism spectrum disorder through photos and videos},
author = {M H L Abdullah and M Brereton},
editor = {Smith Vetere Ploderer W F B Carter M. Gibbs M.},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84963544904&doi=10.1145%2f2838739.2838785&partnerID=40&md5=1d0388dc4eb2a559796a0c8cf61f0e31},
doi = {10.1145/2838739.2838785},
isbn = {9781450336734},
year = {2015},
date = {2015-01-01},
journal = {OzCHI 2015: Being Human - Conference Proceedings},
pages = {1-9},
publisher = {Association for Computing Machinery, Inc},
abstract = {This paper presents MyCalendar; a visual calendar prototype App that was developed to support children with Autism Spectrum Disorder and language delays to communicate about their own activities and interests across the settings of home and school. MyCalendar was developed following in-depth fieldwork and participatory design sessions with parents, teachers and children from Preparatory year to year 2 of an Australian Primary School Special Education Unit catering largely for children with Autism Spectrum Disorder (ASD). Typically, children with ASD face difficulties in participating at school. MyCalendar was then evaluated over six months with four teachers, ten parents and eleven children. The study resulted in two key findings: (1) MyCalendar supported children who have ASD and limited verbal skills to better communicate their daily personal activities through photos and videos, encouraged by teachers and parents. (2) This deeper understanding of the children's daily lives enabled teachers to successfully model positive behaviours and to scaffold more relevant and meaningful learning opportunities by relating them to the children's lives. While it was initially expected that the activities would better support communication between teachers and parents, the MyCalendar led in fact to novel scaffolding of learning opportunities and modeling of communication in the classroom. Copyright © 2015 ACM.},
note = {cited By 10},
keywords = {Autism Spectrum Disorders, Children, Children with Autism, Communication, Diseases, Education, Human Computer Interaction, iPad Applications, Learning, MyCalendar, Participatory Design, Special Education, Teaching, Visual Languages},
pubstate = {published},
tppubtype = {conference}
}

@conference{Shamsuddin2013324,
title = {A Qualitative method to analyze response in robotic intervention for children with autism},
author = {S Shamsuddin and H Yussof and F A Hanapiah and S Mohamed},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84889566919&doi=10.1109%2fROMAN.2013.6628477&partnerID=40&md5=81cd5bf09c75f3d9e6ed4a23ce2362e5},
doi = {10.1109/ROMAN.2013.6628477},
isbn = {9781479905072},
year = {2013},
date = {2013-01-01},
journal = {Proceedings - IEEE International Workshop on Robot and Human Interactive Communication},
pages = {324-325},
abstract = {This paper presents a method to carry out qualitative analysis when evaluating the interaction between child and robot in autism intervention. The technique consists of 24-items of behavioral assessment which was referenced to the Gilliam Autism Rating Scale-Second Edition (GARS-2). GARS-2 is a screening instrument used to identify and diagnose autism. Preliminary results from a pilot study show that this method had allowed qualitative observation to be carried out to compare the behavior of autistic children with and without the presence of a robot. The feasibility of this technique will be further justified through future wide-spread studies involving a larger number of children spanning across the whole spectrum of autism. © 2013 IEEE.},
note = {cited By 2},
keywords = {Autism Intervention, Autistic Children, Behavioral Assessment, Children with Autism, Communication, Diseases, Qualitative Analysis, Qualitative Method, Qualitative Observations, Robotics, Robots, Screening Instruments},
pubstate = {published},
tppubtype = {conference}
}

@conference{Shams2013,
title = {Source-temporal-features for detection EEG behavior of autism spectrum disorder},
author = {W K Shams and A Wahab},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84879037124&doi=10.1109%2fICT4M.2013.6518913&partnerID=40&md5=db31715811e1e8fdf62c9d61daf8e6f6},
doi = {10.1109/ICT4M.2013.6518913},
isbn = {9781479901340},
year = {2013},
date = {2013-01-01},
journal = {2013 5th International Conference on Information and Communication Technology for the Muslim World, ICT4M 2013},
abstract = {This study introduces a new model to capture the abnormal brain activity of children with Autism Spectrum Disorder (ASD) during eyes open and eyes closed resting conditions. EEG data was collected from normal subjects' ages (4 to 9) years and ASD subjects match group. Time Difference of Arrival (TDOA) approach was applied with EEG data raw for feature extracted at time domain. The neural network, Multilayer Perception (MLP) was used to distinguish between the two groups during the two tasks. Results show significant accuracy around 98% for both tasks and clearly discriminate for the features in z-dimension his electronic document is a "live" template and already defines the components of your paper [title, text, heads, etc.] in its style sheet. © 2013 IEEE.},
note = {cited By 1},
keywords = {ASD, Autism Spectrum Disorders, Brain Activity, Children with Autism, Classification (of information), Communication, Diseases, Electroencephalography, Electronic Document, Information Technology, Multi-Layer Perception, Temporal Features, Time Difference of Arrival},
pubstate = {published},
tppubtype = {conference}
}

@conference{Ismail2011517,
title = {Face detection technique of Humanoid Robot NAO for application in robotic assistive therapy},
author = {L Ismail and S Shamsuddin and H Yussof and H Hashim and S Bahari and A Jaafar and I Zahari},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84862067305&doi=10.1109%2fICCSCE.2011.6190580&partnerID=40&md5=954caf63c5c5f7f05062436598a32a91},
doi = {10.1109/ICCSCE.2011.6190580},
isbn = {9781457716423},
year = {2011},
date = {2011-01-01},
journal = {Proceedings - 2011 IEEE International Conference on Control System, Computing and Engineering, ICCSCE 2011},
pages = {517-521},
abstract = {This paper proposed a face detection method for tracking the faces of children with Autism Spectrum Disorder in a robotic assistive therapy. The face detection is a novel approach in robotic assistive therapy involving autistic children since it is believe that those children will positively react with high-end devices, gadget and cutting edge devices. The intention of tracking the autistic children's faces is to measure the concentration level of the children in social interaction and communication since everyone knows that those children are suffering from communication disabilities and deficits due to brain developmental disorder. Humanoid Robot Nao with 573.2mm height equipped with 2 internal cameras is utilized for this research. The face detection tools in choregraphe and telepathe based on Graphical User Interface (GUI) module is used in this study. The non-verbal interaction between humanoid robot and autistic children is recorded by using 2 internal cameras from the robot's head. The interaction is going to take about 30 minutes and supervised by occupational therapist and certified psychologist. The autistic children will be introduced to the Humanoid Robot Nao and their reaction will be recorded simultaneously while the robot is trying to track their faces. © 2011 IEEE.},
note = {cited By 14},
keywords = {Anthropomorphic Robots, Assistive, Autism Spectrum Disorders, Autistic Children, Cameras, Children with Autism, Communication, Concentration Levels, Control Systems, Cutting Edges, Detection Tools, Developmental Disorders, Diseases, Face Detection, Face Recognition, Graphical User Interfaces, Humanoid Robot, Robotics, Social Interactions},
pubstate = {published},
tppubtype = {conference}
}