@article{deVries20201281,
title = {University Students’ Notion of Autism Spectrum Conditions: A Cross-Cultural Study},
author = {M de Vries and S Cader and L Colleer and E Batteux and M B Yasdiman and Y J Tan and E Sheppard},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85077543652&doi=10.1007%2fs10803-019-04343-z&partnerID=40&md5=53dc04b76c29629e875adaf44a9831b6},
doi = {10.1007/s10803-019-04343-z},
issn = {01623257},
year = {2020},
date = {2020-01-01},
journal = {Journal of Autism and Developmental Disorders},
volume = {50},
number = {4},
pages = {1281-1294},
publisher = {Springer},
abstract = {Cultural background might influence knowledge and attitudes regarding autism, influencing willingness to interact. We studied whether beliefs, knowledge, contact, and attitude differed between the UK and Malaysia. With mediation analyses, we studied how these factors influenced willingness to interact. Autism was more often linked to food in the UK, and to upbringing in Malaysia. Knowledge, contact, and acceptance were greater in the UK. When excluding psychology students, Malaysian students were less willing to interact with autistic people. Knowledge and contact appeared to improve acceptance, but acceptance did not mediate the relation between country, beliefs, knowledge, and experience; and willingness to interact. Knowledge and contact regarding autism might improve acceptance in different cultures, but how acceptance could improve interaction is unclear. © 2020, The Author(s).},
note = {cited By 0},
keywords = {},
pubstate = {published},
tppubtype = {article}
}

@article{Siregar2020729,
title = {The impacts of mathematics instructional strategy on students with autism: A systematic literature review},
author = {N C Siregar and R Rosli and S M Maat and A Alias and H Toran and K Mottan and S M Nor},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85084647145&doi=10.12973%2feu-jer.9.2.729&partnerID=40&md5=03e413fdbe0d563a82d8bd9028269061},
doi = {10.12973/eu-jer.9.2.729},
issn = {21658714},
year = {2020},
date = {2020-01-01},
journal = {European Journal of Educational Research},
volume = {9},
number = {2},
pages = {729-741},
publisher = {Eurasian Society of Educational Research},
abstract = {Mathematics is one of the most challenging subjects for many students. A similar problem is faced by special needs students, such as students with Autism Spectrum Disorder (ASD). Various instructional strategies are implemented by specialists to help ASD students understand mathematics in schools. To explore the impacts of an instructional strategy of mathematics on ASD students, the authors conducted a review of literature from 2011 to 2017 using various databases including ProQuest Digital Dissertations and Theses Full Text, Google Scholar, and Science Direct. A total of 39 articles were found. Most of the instructional strategy aimed to assist ASD students in solving mathematics problems. The implications of the study are also discussed in this literature review, which indicates that teachers need to use the appropriate instructional strategy to meet the needs of students with ASD and maximize their mathematics learning outcomes in schools. © 2020 The Author(s). Open Access - This article is under the CC BY license (https://creativecommons.org/licenses/by/4.0/).},
note = {cited By 0},
keywords = {},
pubstate = {published},
tppubtype = {article}
}

@article{Mohd20204684,
title = {Game based learning for autism in learning mathematics},
author = {C K N C K Mohd and F Shahbodin and M Sedek and M Samsudin},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85084646610&partnerID=40&md5=d970ee49db038060ffe80146c3974803},
issn = {20054238},
year = {2020},
date = {2020-01-01},
journal = {International Journal of Advanced Science and Technology},
volume = {29},
number = {5},
pages = {4684-4691},
publisher = {Science and Engineering Research Support Society},
abstract = {In the 21st century, research related to a game-based learning (GBL) have attracted many researchers and practitioners in researching more on the matters. Due to the positive effects of game-based learning, numerous studies have led more researchers to create educational games in supporting the teaching and learning development in schools especially for the need of the 21st century students. Moreover, students also realize the benefits gained while dealing with a game-based learning as well as the acquisition of 21st-century skills. Therefore, the purpose of this study is to develop a game-based learning for autistic children in learning basic mathematics. Through this game, the autistic children will learn mathematic in a structured and easier way. Some simple notes will be provided for them. The notes will act as a manual or guide before they attempt the games. For this study, the quantitative methods have been employed. Meanwhile, the ADDIE model has been embedded in developing this game-based learning. The respondents chose were primary school students aged 5 to 8 years old. The testing was conducted among autism students from Melaka Autism Education Centre. The expected outcome of GBL is to attract autism children to learn and focus during learning process. Besides that, GBL has also been found to be able to motivate students in learning and, it has been agreed by all that using GBL is the most effective teaching strategy to promote learning. © 2020 SERSC.},
note = {cited By 0},
keywords = {},
pubstate = {published},
tppubtype = {article}
}

@article{Alshurman2020825,
title = {The role of assistive technology in success of the individual education program for disabled students in Jordan},
author = {W M Alshurman and I I A Al-Saree and K Amreet},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85084518644&partnerID=40&md5=58307f8ee478c805f1c97dce307d8ce0},
issn = {20054238},
year = {2020},
date = {2020-01-01},
journal = {International Journal of Advanced Science and Technology},
volume = {29},
number = {7 Special Issue},
pages = {825-837},
publisher = {Science and Engineering Research Support Society},
abstract = {Background Individual Education Program (IEP) is a basic educational curriculum designed specifically for the disabled, which parallels the normal curriculum in an ordinary education system. If disabled or ordinary students succeed in the curriculum, it allows them to proceed from one grade to another and from one stage to another. Purpose The study aimed to determine the role of assistive technology in the success of the Individual Education Program for disabled students in Jordan. Methodology The data was collected from a purposive sample which consists of 129 teachers teaching students from different categories of disability, such as; mental, motor, auditory, visual, and autism disorder. Data was collected from centers and institutions of special education in the governorates of Mafraq and Irbid located in Jordan. A set of questionnaire consisting 45 items focusing on nine specific areas; communication, academic, sensory, kinetic, social, self-care, daily life, organization, and computer use, was distributed. Data was analysed using the descriptive approach consisting of a multi-variance analysis, mean values and the standard deviations. Findings The role of assistive technology in the success of IEP curriculum for student with disabilities was high for all the nine areas of the questionnaire. Most importantly, it was found that there are no statistically significant differences (a = 0.05) attributed to the variables including the type of disability and the sex of the teacher. Significance The findings suggest that the governorates of Mafraq and Irbid, specifically, and the governorates of other states in Jordan, generally, should conduct courses for teachers who are teaching the disabled students, on the types of assistive technology that can be used in all areas of the IEP and on how to use and sustain it. © 2020 SERSC.},
note = {cited By 0},
keywords = {},
pubstate = {published},
tppubtype = {article}
}

@article{Shuid2020,
title = {Update on atypicalities of central nervous system in autism spectrum disorder},
author = {A N Shuid and P A Jayusman and N Shuid and J Ismail and N K Nor and I N Mohamed},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85085303662&doi=10.3390%2fbrainsci10050309&partnerID=40&md5=f65b99f66f5710520b21ebfc8f89d9b7},
doi = {10.3390/brainsci10050309},
issn = {20763425},
year = {2020},
date = {2020-01-01},
journal = {Brain Sciences},
volume = {10},
number = {5},
publisher = {MDPI AG},
abstract = {Autism spectrum disorder (ASD) is a heterogeneous, behaviorally defined, neurodevelopmental disorder that has been modeled as a brain-based disease. The behavioral and cognitive features of ASD are associated with pervasive atypicalities in the central nervous system (CNS). To date, the exact mechanisms underlying the pathophysiology of ASD still remain unknown and there is currently no cure or effective treatment for this disorder. Many publications implicated the association of ASD with inflammation, immune dysregulation, neurotransmission dysfunction, mitochondrial impairment and cell signaling dysregulation. This review attempts to highlight evidence of the major pathophysiology of ASD including abnormalities in the brain structure and function, neuroglial activation and neuroinflammation, glutamatergic neurotransmission, mitochondrial dysfunction and mechanistic target of rapamycin (mTOR) signaling pathway dysregulation. Molecular and cellular factors that contributed to the pathogenesis of ASD and how they may affect the development and function of CNS are compiled in this review. However, findings of published studies have been complicated by the fact that autism is a very heterogeneous disorder. Hence, we addressed the limitations that led to discrepancies in the reported findings. This review emphasizes the need for future studies to control study variables such as sample size, gender, age range and intelligence quotient (IQ), all of which that could affect the study measurements. Neuroinflammation or immune dysregulation, microglial activation, genetically linked neurotransmission, mitochondrial dysfunctions and mTOR signaling pathway could be the primary targets for treating and preventing ASD. Further research is required to better understand the molecular causes and how they may contribute to the pathophysiology of ASD. © 2020 by the authors. Licensee MDPI, Basel, Switzerland.},
note = {cited By 0},
keywords = {},
pubstate = {published},
tppubtype = {article}
}

@article{Eow2020,
title = {Factors associated with autism severity among Malaysian children with Autism Spectrum Disorder},
author = {S Y Eow and W Y Gan and P Y Lim and H Awang and Z Mohd Shariff},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85081212440&doi=10.1016%2fj.ridd.2020.103632&partnerID=40&md5=a2814a66b9d649278ea7f764ed7e4125},
doi = {10.1016/j.ridd.2020.103632},
issn = {08914222},
year = {2020},
date = {2020-01-01},
journal = {Research in Developmental Disabilities},
volume = {100},
publisher = {Elsevier Inc.},
abstract = {Background: Children with Autism Spectrum Disorder (ASD) of different levels of symptom severity may exhibit a wide range of behaviours and characteristics. There is a limited nutrition-related study on children with ASD of different severity in Malaysia. Aims: This cross-sectional study aims to determine the association between sociodemographic factors, parental factors, and lifestyle factors with autism severity in children with ASD. Methods and procedures: A total of 224 children with ASD were included in this study. Their mothers completed a self-administered questionnaire on sociodemographic characteristics, autism severity, parenting style, parental feeding practices, parenting stress, child's sleep habits and eating behaviours. Outcomes and results: As high as 78.1 % of the children with ASD demonstrated a high level of autism severity. Multiple linear regression showed that father's employment status (B = 6.970, 95 % CI = 3.172, 10.768, p < 0.001) and perceived child weight (B = 3.338, 95 % CI = 1.350, 5.327},
note = {cited By 0},
keywords = {},
pubstate = {published},
tppubtype = {article}
}

@article{Bakar2019b,
title = {THE EFFECTIVENESS OF MULTI SENSORY INTEGRATION VIA ISLAMIC WAY IN CAPTURING THE INTEREST OF PERVASIVE DEVELOPMENTAL DISORDER AUTISTICS},
author = {Wan Norliza Wan Bakar},
issn = {2637 - 0956},
year = {2019},
date = {2019-12-15},
journal = {Jurnal Penyelidikan Sains Sosial (JOSSR)},
volume = {2},
number = {5},
pages = {1-6},
abstract = {Pervasive Developmental Disorder is one of the categories of autism. Autistics suffering from this type of autism show a lack of interest in other people. They display difficulty in communication and exhibit repetitive behaviour. Autistics with the pervasive developmental disorder have a cognitive profile with high skills in spatial organization (Girardot, 2012). The purpose of this study is to spark interest in learning in the autistics suffering from pervasive developmental disorder. Three autistic suffering from pervasive developmental disorder namely from The Special Inclusive Class in a school at Kelantan was selected. A multiple baseline design was implemented. The procedure of the research is divided into three stages. Firstly, a set of Quran verses is played through a cassette to the first pervasive developmental disorder. The Quran Verses of Al Fatihah, Al-Qadr and Al Insyirah are played repeatedly through a cassette player to the first pervasive developmental disorder. After he reaches the state of stability then the multi-sensory integration was given by the researcher to the pervasive developmental disorder.it is by giving a toy car to him and made him play to and fro. After a few minutes he reaches the state of stability. Secondly, the set of Quran verses is again applied to the second pervasive developmental disorder. After half an hour he reaches the state of stability. Then the researcher use multi-sensory integration approach by giving him a toy car and made him play to and fro. After a few minutes he reaches the state of stability. Thirdly the set of Quran verses is again applied to the second pervasive developmental disorder. After half an hour he reaches the state of stability. Then the researcher use multi-sensory integration approach by giving him a toy car and made him play to and fro. The results indicated that by using the Quran verses the pervasive developmental disorder autistic became calm and this enabled him to speak and to play cheerfully. Future research should be implemented on the pervasive developmental disorder’s interest that will lead to his career path.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}

@article{Bakar2019c,
title = {Using Origami to Enhance Visual and Mathematical Thinking Skills Among the Autistics},
author = {Wan Norliza Wan Bakar, Fatimah Zuhaira Yusoff Fauzi},
doi = {10.35631/IJEPC.432008},
issn = {eISSN: 0128 164X},
year = {2019},
date = {2019-09-12},
journal = {International Journal of Education, Psychology and Counseling},
volume = {4},
number = {32},
pages = {72-78},
abstract = {Autism is a general term for a group of complex disorders that affects brain development (Autism Society of America, (2014). “Autos” means ‘you in your own self’ which is described as ‘a runaway from reality’ (Leo Kanner, (1943). Autism has its own specializations which are mathematical (Baron Cohen et al 2001), and visual thinkers (Karren Piece, 2010). They can follow steps and create designs in more creative ways than others. This paper will deliberate on how origami technique helps escalate the development of mathematical and visual thinking skills of the autistic people. Three autistics namely Che’ Suria Aishah Farhana binti Che’ Mat, an Asperger Syndrome Autistic, Muhamad Aliff Najmi bin Che’ Kamarudin, a Classic Autistic and Mohamad Aizuddin, a Pervasive Developmental Disorder Autistic were selected. They are from a special inclusive class of SMK Kadok, Kelantan in the eastern part of West Malaysia. Based on the objectives of this research paper a qualitative study was implemented. The triangulation method comprising of observation, interview and analysis were applied. The results revealed that the Asperger Syndrome Autistic has a very systematic way in learning. Her ability to develop new ideas and new designs indicates that she is a mathematical and visual thinker. The Classic Autistic too has a systematic way of learning and is able to innovate new designs proves that he is a mathematical and visual thinker. On the other hand, the Pervasive Developmental Disorder autistic was not interested in origami. He just stared at the origami and showed no interest in it. Future research can be implemented on how to capture the interest of the Pervasive Developmental Disorder autistics.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}

@article{ISI:000494645800003,
title = {Are Architects Aware of Designing a Learning Environment for Autism?},
author = {Roslinda Ghazali and Siti Rasidah Md Sakip and Ismail Samsuddin},
doi = {10.21834/e-bpj.v4i11.1693},
issn = {2398-4287},
year = {2019},
date = {2019-07-01},
journal = {ENVIRONMENT-BEHAVIOUR PROCEEDINGS JOURNAL},
volume = {4},
number = {11},
pages = {17-21},
publisher = {E-IPH LTD UK},
address = {THE LEADMILL, 6 LEADMILL RD, PO BOX STUDIO 7, SHEFFIELD, S1 4SE, ENGLAND},
abstract = {Autism Spectrum Disorder (ASD) is encouraged to continue their education
in different learning environments to survive independently in the real
world. The designated learning environment should be created as a unique
learning space for autistic children and consider the sensory issues to
overcome their needs. This study used the variables of sensory
stimulation, sensory sensitivity, sensory design, and physical learning
environment to construct a questionnaire. It would distribute to
architects towards achieving their level of knowledge and awareness.
Findings are useful in the future for architects and designers when
making decisions to provide conducive facilities for the autistic.},
note = {9th Asia Pacific International Conference on Environment-Behaviour
Studies (AicE-Bs), Univ Lisbon, Fac Agr, Lisbon, PORTUGAL, JUL 03-04,
2019},
keywords = {},
pubstate = {published},
tppubtype = {article}
}

@article{Ghazali_MdSakip_Samsuddin_2019,
title = {Creating Positive Environment for Autism Using Sensory Design},
author = {Roslinda Ghazali and Siti Rasidah Md Sakip and Ismail Samsuddin},
url = {https://ebpj.e-iph.co.uk/index.php/EBProceedings/article/view/1618},
doi = {10.21834/e-bpj.v4i10.1618},
year = {2019},
date = {2019-03-01},
journal = {Environment-Behaviour Proceedings Journal},
volume = {4},
number = {10},
pages = {19-26},
keywords = {},
pubstate = {published},
tppubtype = {article}
}

@article{ISI:000480262700252,
title = {Association between Nutritional Factors and Severity Among Children with Autism Spectrum Disorder in Malaysia},
author = {Eow Shiang Yen and GanWan Ying and Lim Poh Ying and A Hamidin},
issn = {0250-6807},
year = {2019},
date = {2019-01-01},
journal = {ANNALS OF NUTRITION AND METABOLISM},
volume = {75},
number = {3},
pages = {90},
publisher = {KARGER},
address = {ALLSCHWILERSTRASSE 10, CH-4009 BASEL, SWITZERLAND},
keywords = {},
pubstate = {published},
tppubtype = {article}
}

@article{ISI:000488883000001,
title = {LEVELS OF PERMEABILITY AND WAYFINDING IN AUTISM INSTITUTION},
author = {Lim Heng Yi and Ahmad Sanusi Hassan and Yasser Arab and Rasha Saeed Abdulla Ba Angood},
doi = {10.14456/ITJEMAST.2019.179},
issn = {2228-9860},
year = {2019},
date = {2019-01-01},
journal = {INTERNATIONAL TRANSACTION JOURNAL OF ENGINEERING MANAGEMENT & APPLIED
SCIENCES & TECHNOLOGIES},
volume = {10},
number = {14, SI},
publisher = {TUENGR GROUP},
address = {88-244 MOO 3 KLONG NO 2 KLONG-LUANG, PATHUMTAN, 12120, THAILAND},
abstract = {Autism Institute is an organisation that helps autistic students who
need legal and special education with appropriate programs and services.
This study is to identify the level of permeability and wayfinding which
determines the quality of the building's spatial configuration. This
research evaluates the space planning through the floor layout plans
which will discover and understand the quality of spatial configuration
for Autism Institute. To achieve the research objective, the research
study investigates educational and autism institutions with reference to
space syntax analysis. The case studies selected for analysis were
Flower with Kindergarten in South Korea and Pacific Autism Family Center
in Canada. A justified graph and numbering indication system for each
case study are conducted, and the resulting graph is compared and
summarised based on the level of permeability, wayfinding and spatial
configuration in relation to space syntax. (C) 2019 INT TRANS J ENG
MANAG SCI TECH.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}

@article{ISI:000480262701183,
title = {Acceptance of High-Fiber Cookies among Children with Autism Spectrum
Disorder},
author = {Nur Hana Binti Hamzaid and Hasnah Haron and Haziqah Ismail},
issn = {0250-6807},
year = {2019},
date = {2019-01-01},
journal = {ANNALS OF NUTRITION AND METABOLISM},
volume = {75},
number = {3},
pages = {165},
publisher = {KARGER},
address = {ALLSCHWILERSTRASSE 10, CH-4009 BASEL, SWITZERLAND},
keywords = {},
pubstate = {published},
tppubtype = {article}
}

@article{LeeA40,
title = {IDDF2019-ABS-0321 Relationship between autism and gut microbiome: current status and update},
author = {Learn-Han Lee and Hooi-Leng Ser and Tahir Mehmood Khan and Kok-Gan Gan and Bey-Hing Goh and Nurul-Syakima Ab Mutalib},
doi = {10.1136/gutjnl-2019-IDDFAbstracts.76},
issn = {0017-5749},
year = {2019},
date = {2019-01-01},
journal = {Gut},
volume = {68},
number = {Suppl 1},
pages = {A40--A41},
publisher = {BMJ Publishing Group},
abstract = {Background Recently, many reports indicated the role of the gut microbiome in the development of autism in young children. Microbes are capable of synthesizing small molecules like fatty acids and sugars which act as signalling molecules to activate/deactivate nervous system or even trigger an inflammatory response. Thus, the current review aims to explore the role of microbes in the development of autism, summarizing data from animal models and human studies.Methods Referring to the preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines, searches were performed in three databases (PubMed, ScienceDirect, Web of knowledge and; database inception to 31/12/2018) using textquoteleftmicrobiometextquoteright OR textquoteleftmicrobiotatextquoteright combined with textquoteleftautismtextquoteright as MeSH terms. All the titles and Abstracts retrieved were screened based on the inclusion and exclusion criteria. Studies reporting gut microbiome data in relation to the development of autism were included. Studies without gut microbiome data and/or reports on the evaluation on autism were excluded, along with reviews, conference Abstracts, case studies, and comments.Results Out of the 2237 articles were accessed, seven studies were eligible for the qualitative analysis according to the inclusion criteria. Two studies described the murine model of autism, while the remaining five studies focused on children. One study revealed that there are no significant differences in gut microbiome among the three groups--severe, mild and healthy children, while three studies indicated that there is a higher abundance of Proteobacteria and Bacteroides in autistic children, with a reduced population of Firmicutes and Actinobacteria (figure 1). One study highlighted that higher Clostridiaceae species present in autistic children which explain for the development of autism in children as these species could produce toxic metabolic products (e.g., phenols, p-cresol, indole derivatives). Similar results were also observed in autistic animal models - there is increase abundance of Bacteroides, Parabacteroides, Sutterella, Dehalobacterium and Oscillospira genera.Abstract IDDF2019-ABS-0321 Figure 1 Three studies indicated that there is higher abundance of proteobacteria and bacteroides in autistic children with reduced population of firmicutes and actinobacteriaConclusions Altogether, these results revealed a positive correlation between dysbiosis and autism. Microbiome alterations may contribute to the development of autism, particularly via the production of toxic bacterial metabolites and alteration in immune function. By keeping the textquotelefthealthytextquoteright gut bacteria in check, these efforts could improve intestinal and mental health, easing and reducing autistic behaviour in children.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}

@article{Baragash2019,
title = {Augmented reality in special education: a meta-analysis of single-subject design studies},
author = {R S Baragash and H Al-Samarraie and A I Alzahrani and O Alfarraj},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85076892444&doi=10.1080%2f08856257.2019.1703548&partnerID=40&md5=29c2963d145254b1db0fa51e95807ae8},
doi = {10.1080/08856257.2019.1703548},
issn = {08856257},
year = {2019},
date = {2019-01-01},
journal = {European Journal of Special Needs Education},
publisher = {Routledge},
abstract = {There is a growing interest in using augmented reality (AR) applications to support individuals with special needs, such as intellectual disabilities, autism spectrum disorder, attention deficit hyperactivity disorder, and physical disabilities. The purpose of this study is to further examine the effectiveness of AR applications in improving the learning and skill acquisition of individuals with special needs. Following the PRISMA guidelines, a meta-analysis of the overall effectiveness of AR on individuals with different disabilities in single-subject studies was conducted. Sixteen single-subject studies on a more restricted subset of special educational needs types that matched the eligibility criteria were considered to explore the effect of AR on the acquisition of four types of skills: (a) social, (b) living, (c) learning, and (4) physical. The results showed that the AR applications had a large effect across the 16 single-subject studies. The effect of AR was the largest in promoting an individual’s learning skills, followed by social skills, physical skills, and living skills. This study offers an important insight into the relative success of AR in promoting academic and functional living skills to individuals with special needs. It also offers research-based guidance to decision-makers for supporting adolescents with special needs, such as autism spectrum disorders and intellectual disabilities. © 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group.},
note = {cited By 2},
keywords = {},
pubstate = {published},
tppubtype = {article}
}

@article{Saleh2019437,
title = {A deep learning approach in robot-assisted behavioral therapy for autistic children},
author = {M A Saleh and N Marbukhari and H Hashim},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85078254537&doi=10.30534%2fijatcse%2f2019%2f6381.62019&partnerID=40&md5=8148b109ba08890237c6f80bcac77ed0},
doi = {10.30534/ijatcse/2019/6381.62019},
issn = {22783091},
year = {2019},
date = {2019-01-01},
journal = {International Journal of Advanced Trends in Computer Science and Engineering},
volume = {8},
number = {1.6 Special Issue},
pages = {437-443},
publisher = {World Academy of Research in Science and Engineering},
abstract = {A significant percentage of the world's children are being diagnosed with Autism Spectrum Disorders (ASD every day. According to the most recent reports for Disease Control Data (DCD), ASD affects one in 68 children in the US only. It has been recognized as a neurological disorder characterized by difficulties in social communication and social interaction; abnormal body posturing; repetitive movements and self-abusive behavior. There is no cure for ASD but efforts to mitigate difficulties in social functioning, learning, and to improve quality of life of persons with ASD is usually through behavioral therapy. Robot-assisted behavioral therapy is one emerging field that provides intervention mainly for children with ASD, so far, only to augment traditional rehabilitation approaches. In this approach, robots have been used for different purposes such as for behavior eliciting, rehearsing skills, and improving interaction and socialization skills. Nonetheless, there are still a lot to be done in developing robots that can effectively work towards improving social and emotional confidence in children with ASD. This paper sheds light on recent studies that utilize deep learning technique and sets out to propose a deep learning-based emotion detection system for humanoid robots to enhance robot awareness during therapy sessions. We present a model of the emotion-aware robot-assisted therapy which is expected to ease the prediction and recognition for the emotion and behaviors of autistic children and enhance robot intervention during rehabilitation. It was found that the proposed DL model when tested on an improved trial dataset of normal subjects has increased the accuracy of detection. However, while new deep learning technologies for facial expression recognition algorithms could lead to higher detection accuracy, it is clear from that the size and reliability of the data will be the success factor in this study. © 2019, World Academy of Research in Science and Engineering. All rights reserved.},
note = {cited By 2},
keywords = {},
pubstate = {published},
tppubtype = {article}
}

@article{Pramudya2019504,
title = {Assessing assistive learning technologies with experimental design},
author = {G Pramudya and A C Amran and M Suyanto and S N A Ruslan and H A M Noor and Z A Abas},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85070057993&partnerID=40&md5=e57864bfaef55cc115526596c77b0de7},
issn = {2158107X},
year = {2019},
date = {2019-01-01},
journal = {International Journal of Advanced Computer Science and Applications},
volume = {10},
number = {7},
pages = {504-508},
publisher = {Science and Information Organization},
abstract = {Assistive learning technologies are generally computer-based instruments which are focused at supporting individuals with disabilities in enhancing their learning session with minimal intervention of parents, guardians, as well as helpers. Assessments using experimental research design have frequently been utilized in order to evaluate their efficacy along with feasibility. An experimental design is categorized by experimental units or treatment to use, the tendencies that are tested, as well as the way treatments are designated to units. The experimental or treatment units need sufficient a number of and representative respondents or sample. Even so, due to the limited numbers of sample units or respondents, such type of experiments is noted as subtle yet challenging experiences. Based upon our substantial encounters, this article tries to disclose such precious research experiences. © 2018 The Science and Information (SAI) Organization Limited.},
note = {cited By 0},
keywords = {},
pubstate = {published},
tppubtype = {article}
}

@article{Khowaja2019d,
title = {Correction to: A framework to design vocabulary-based serious games for children with autism spectrum disorder (ASD) (Universal Access in the Information Society, (2019), 10.1007/s10209-019-00689-4)},
author = {K Khowaja and S S Salim},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85074941681&doi=10.1007%2fs10209-019-00699-2&partnerID=40&md5=f7c060a2b55f381087426353c39fd28c},
doi = {10.1007/s10209-019-00699-2},
issn = {16155289},
year = {2019},
date = {2019-01-01},
journal = {Universal Access in the Information Society},
publisher = {Springer Verlag},
abstract = {In the original article, the acknowledgement section is missing. The funding information is given below:. © 2019, Springer-Verlag GmbH Germany, part of Springer Nature.},
note = {cited By 0},
keywords = {},
pubstate = {published},
tppubtype = {article}
}

@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 = {},
pubstate = {published},
tppubtype = {article}
}

@article{Khan2019186,
title = {Crocodiles and alligators: Physicians’ answer to cancer?},
author = {N A Khan and M Soopramanien and R Siddiqui},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85069313377&doi=10.3747%2fco.26.4855&partnerID=40&md5=6a266208d5fe14a1c888bb1db397d744},
doi = {10.3747/co.26.4855},
issn = {11980052},
year = {2019},
date = {2019-01-01},
journal = {Current Oncology},
volume = {26},
number = {3},
pages = {186},
publisher = {Multimed Inc.},
note = {cited By 1},
keywords = {},
pubstate = {published},
tppubtype = {article}
}