@artikel{AhmadAzahari2018125,
tajuk = {Penilaian aplikasi pemodelan video untuk mengajar kemahiran interaksi sosial kepada kanak-kanak autisme},
pengarang = {I N N B Ahmad Azahari dan W F Wan Ahmad dan AS Hashim},
penyunting = {Foth M Abdullah N. Wan Adnan W.A.},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85052957663&doi=10.1007/978-981-13-1628-9_12&rakan kongsi = 40&md5=25564063d73e43461ac32389f19c9e05},
doi = {10.1007/978-981-13-1628-9_12},
terbitan = {18650929},
tahun = {2018},
tarikh = {2018-01-01},
jurnal = {Komunikasi dalam Sains Komputer dan Maklumat},
isi padu = {886},
halaman = {125-135},
penerbit = {Springer Verlag},
abstrak = {Bantuan Sosial Autisme (ASD) adalah gangguan mental yang menyerang seseorang pada usia awal. Orang yang mempunyai ASD menunjukkan kekurangan dalam kebolehan hidup harian yang membawa kepada kemerosotan dalam kemahiran berdikari mereka, menyekat penglibatan sosial mereka yang membawa kepada gaya hidup miskin. Ini berpunca daripada tingkah laku peribadi utama mereka, yang merupakan kemerosotan dalam kemahiran sosial dan komunikasi. Walau bagaimanapun, dengan adanya teknologi mudah alih yang melibatkan pendidikan melalui pemodelan video, menjadi lebih praktikal bagi para pendidik untuk melatih kemahiran hidup harian bagi individu yang mempunyai ASD. Akibatnya, Aplikasi Permodelan Video yang dipanggil 'Autism Social-Aid' telah diwujudkan untuk menyediakan bahan pembelajaran tambahan yang dibayangkan untuk membantu merangsang kanak-kanak ASD dalam proses pembelajaran.. Tujuan kajian ini adalah untuk menilai kesan pemodelan video dalam mengajar lima kanak-kanak yang didiagnosis dengan ASD berfungsi sederhana untuk memahami kemahiran interaksi sosial.. Kanak-kanak telah melalui tiga percubaan fasa penilaian. Keputusan menunjukkan bahawa pemodelan video berkesan kerana semua kanak-kanak dapat memaparkan peningkatan positif dari percubaan pertama hingga percubaan ketiga. Akibatnya, kesemuanya telah mengurangkan purata 77% daripada jumlah gesaan yang diperlukan untuk kekal fokus pada pelajaran video dan purata 70% bilangan kesilapan telah dikurangkan semasa penilaian kuiz. © 2018, Springer Nature Singapore Pte Ltd.},
nota = {dipetik oleh 0},
kata kunci = {Gangguan Spektrum Autisme, Kanak-kanak Autistik, Kanak-kanak dengan Autisme, Kemahiran komunikasi, Komputer, Sains Komputer, Penyakit, Bahan Pembelajaran, Gangguan Mental, Aplikasi Mudah Alih, Teknologi Mudah Alih, Interaksi Sosial},
pubstate = {diterbitkan},
tppubtype = {artikel}
}

@artikel{Assaf2013321,
tajuk = {Mentalizing and motivation neural function during social interactions in autism spectrum disorders},
pengarang = {M Assaf and C J Hyatt and C G Wong and M R Johnson and R T Schultz and T Hendler and G D Pearlson},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84885394367&doi=10.1016%2fj.nicl.2013.09.005&rakan kongsi = 40&md5=b63630c997b658167792266e40e855b6},
doi = {10.1016/j.nicl.2013.09.005},
terbitan = {22131582},
tahun = {2013},
tarikh = {2013-01-01},
jurnal = {NeuroImage: klinikal},
isi padu = {3},
halaman = {321-331},
abstrak = {Gangguan Spektrum Autisme (ASDs) are characterized by core deficits in social functions. Two theories have been suggested to explain these deficits: mind-blindness theory posits impaired mentalizing processes (i.e.. decreased ability for establishing a representation of others' state of mind), while social motivation theory proposes that diminished reward value for social information leads to reduced social attention, social interactions, and social learning. Mentalizing and motivation are integral to typical social interactions, and neuroimaging evidence points to independent brain networks that support these processes in healthy individuals. Walau bagaimanapun, the simultaneous function of these networks has not been explored in individuals with ASDs. We used a social, interactive fMRI task, the Domino game, to explore mentalizing- and motivation-related brain activation during a well-defined interval where participants respond to rewards or punishments (i.e.. motivation) and concurrently process information about their opponent's potential next actions (i.e.. mentalizing). Thirteen individuals with high-functioning ASDs, ages 12-24, dan 14 healthy controls played fMRI Domino games against a computer-opponent and separately, what they were led to believe was a human-opponent. Results showed that while individuals with ASDs understood the game rules and played similarly to controls, they showed diminished neural activity during the human-opponent runs only (i.e.. in a social context) in bilateral middle temporal gyrus (MTG) during mentalizing and right Nucleus Accumbens (NAcc) during reward-related motivation (Pcluster < 0.05 FWE). Importantly, deficits were not observed in these areas when playing against a computer-opponent or in areas related to motor and visual processes. These results demonstrate that while MTG and NAcc, which are critical structures in the mentalizing and motivation networks, masing-masing, activate normally in a non-social context, they fail to respond in an otherwise identical social context in ASD compared to controls. We discuss implications to both the mind-blindness and social motivation theories of ASD and the importance of social context in research and treatment protocols. © 2013 Penulis.},
nota = {dipetik oleh 28},
kata kunci = {Remaja, Dewasa, Artikel, Autisme, Brain Function, Anak-anak, Komputer, Kajian Terkawal, Perempuan, Pengimejan Resonans Magnetik Berfungsi, Permainan, Groups by Age, Manusia, Kajian Klinikal Utama, Lelaki, Mental Capacity, Middle Temporal Gyrus, Motivasi, Motor Performance, Nerve Cell, Nerve Function, Nucleus Accumbens, Jurnal Keutamaan, Punishment, Ganjaran, Budak sekolah, Kognisi Sosial, Social Environment, Interaksi Sosial, Task Performance, Theory of Mind, Penglihatan},
pubstate = {diterbitkan},
tppubtype = {artikel}
}