@article{Alnajjar2020,
title = {Personalized Robot Interventions for Autistic Children: An Automated Methodology for Attention Assessment},
author = {F Alnajjar and M Cappuccio and A Renawi and O Mubin and C K Loo},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85081653497&doi=10.1007%2fs12369-020-00639-8&partnerID=40&md5=99d36c26b54c3f23ebb13499387b859a},
doi = {10.1007/s12369-020-00639-8},
issn = {18754791},
year = {2020},
date = {2020-01-01},
journal = {International Journal of Social Robotics},
publisher = {Springer},
abstract = {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.},
note = {cited By 0},
keywords = {Assessment, Attention, Autism, Children with Autism, Diseases, Emotion, Emotional Response, Interaction Systems, Robotics, Robots, Therapy},
pubstate = {published},
tppubtype = {article}
}

@article{Gravier201649,
title = {Neural network modelling of the influence of channelopathies on reflex visual attention},
author = {A Gravier and C Quek and W Duch and A Wahab and J Gravier-Rymaszewska},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84955207541&doi=10.1007%2fs11571-015-9365-x&partnerID=40&md5=52f56b25f1d05a2d8eb0249e67e49f45},
doi = {10.1007/s11571-015-9365-x},
issn = {18714080},
year = {2016},
date = {2016-01-01},
journal = {Cognitive Neurodynamics},
volume = {10},
number = {1},
pages = {49-72},
publisher = {Springer Netherlands},
abstract = {This paper introduces a model of Emergent Visual Attention in presence of calcium channelopathy (EVAC). By modelling channelopathy, EVAC constitutes an effort towards identifying the possible causes of autism. The network structure embodies the dual pathways model of cortical processing of visual input, with reflex attention as an emergent property of neural interactions. EVAC extends existing work by introducing attention shift in a larger-scale network and applying a phenomenological model of channelopathy. In presence of a distractor, the channelopathic network’s rate of failure to shift attention is lower than the control network’s, but overall, the control network exhibits a lower classification error rate. The simulation results also show differences in task-relative reaction times between control and channelopathic networks. The attention shift timings inferred from the model are consistent with studies of attention shift in autistic children. © 2015, Springer Science+Business Media Dordrecht.},
note = {cited By 8},
keywords = {Article, Artificial Neural Network, Attention, Autism, Calcium Channelopathy, Cell Structure, Cognition, Connectome, Electric Activity, Learning, Mathematical Analysis, Mathematical Model, Nerve Cell, Simulation, Visual Reflex},
pubstate = {published},
tppubtype = {article}
}

@article{Banire20153069,
title = {Visual Hybrid Development Learning System (VHDLS) Framework for Children with Autism},
author = {B Banire and N Jomhari and R Ahmad},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84941942795&doi=10.1007%2fs10803-015-2469-7&partnerID=40&md5=3c5ecc776725aea4e585e17a1ae805c7},
doi = {10.1007/s10803-015-2469-7},
issn = {01623257},
year = {2015},
date = {2015-01-01},
journal = {Journal of Autism and Developmental Disorders},
volume = {45},
number = {10},
pages = {3069-3084},
publisher = {Springer New York LLC},
abstract = {The effect of education on children with autism serves as a relative cure for their deficits. As a result of this, they require special techniques to gain their attention and interest in learning as compared to typical children. Several studies have shown that these children are visual learners. In this study, we proposed a Visual Hybrid Development Learning System (VHDLS) framework that is based on an instructional design model, multimedia cognitive learning theory, and learning style in order to guide software developers in developing learning systems for children with autism. The results from this study showed that the attention of children with autism increased more with the proposed VHDLS framework. © 2015, Springer Science+Business Media New York.},
note = {cited By 7},
keywords = {Article, Attention, Autism, Autism Spectrum Disorders, Children, Computer Interface, Education, Education of Intellectually Disabled, Educational Model, Feedback System, Female, Human, Learning, Male, Models, Occupational Therapist, Preschool, Preschool Child, Priority Journal, Procedures, Psychology, Quality of Life, Treatment Duration, User Interfaces, Visual Hybrid Development Learning System, Visual Stimulation},
pubstate = {published},
tppubtype = {article}
}

@article{Bhat2014841,
title = {Autism: Cause factors, early diagnosis and therapies},
author = {S Bhat and U R Acharya and H Adeli and G M Bairy and A Adeli},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84925284617&doi=10.1515%2frevneuro-2014-0056&partnerID=40&md5=caaa32e66af70e70ec325241d01564c9},
doi = {10.1515/revneuro-2014-0056},
issn = {03341763},
year = {2014},
date = {2014-01-01},
journal = {Reviews in the Neurosciences},
volume = {25},
number = {6},
pages = {841-850},
publisher = {Walter de Gruyter GmbH},
abstract = {Autism spectrum disorder (ASD) is a complex neurobiological disorder characterized by neuropsychological and behavioral deficits. Cognitive impairment, lack of social skills, and stereotyped behavior are the major autistic symptoms, visible after a certain age. It is one of the fastest growing disabilities. Its current prevalence rate in the U.S. estimated by the Centers for Disease Control and Prevention is 1 in 68 births. The genetic and physiological structure of the brain is studied to determine the pathology of autism, but diagnosis of autism at an early age is challenging due to the existing phenotypic and etiological heterogeneity among ASD individuals. Volumetric and neuroimaging techniques are explored to elucidate the neuroanatomy of the ASD brain. Nuroanatomical, neurochemical, and neuroimaging biomarkers can help in the early diagnosis and treatment of ASD. This paper presents a review of the types of autism, etiologies, early detection, and treatment of ASD. © 2014 Walter de Gruyter GmbH.},
note = {cited By 52},
keywords = {4 Aminobutyric Acid, Adolescent, Agenesis of Corpus Callosum, Animal Assisted Therapy, Anticonvulsive Agent, Article, Assistive Technology, Attention, Autism, Autism Spectrum Disorders, Behaviour Therapy, Biological Marker, Brain, Child Development Disorders, Children, Cognition, Cystine, Developmental Disorders, Diseases, Dolphin, Dolphin Assisted Therapy, DSM-5, Early Diagnosis, Emotion, Facial Expression, Functional Magnetic Resonance Imaging, Functional Neuroimaging, Gaze, Glutathione, Glutathione Disulfide, Human, Infant, Interpersonal Communication, Methionine, Nervous System Inflammation, Neurobiology, Neurofeedback, Oxidative Stress, Pervasive, Physiology, Preschool Child, Priority Journal, Psychoeducation, School Child, Social Interactions, Speech Therapy, Virtual Reality, Zonisamide},
pubstate = {published},
tppubtype = {article}
}

@article{Cassidy2014112,
title = {Can adults with autism spectrum disorders infer what happened to someone from their emotional response?},
author = {S Cassidy and D Ropar and P Mitchell and P Chapman},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84894307909&doi=10.1002%2faur.1351&partnerID=40&md5=8c6736bc006e9eebde29427879d023c3},
doi = {10.1002/aur.1351},
issn = {19393792},
year = {2014},
date = {2014-01-01},
journal = {Autism Research},
volume = {7},
number = {1},
pages = {112-123},
publisher = {John Wiley and Sons Inc.},
abstract = {Can adults with autism spectrum disorders (ASD) infer what happened to someone from their emotional response? Millikan has argued that in everyday life, others' emotions are most commonly used to work out the antecedents of behavior, an ability termed retrodictive mindreading. As those with ASD show difficulties interpreting others' emotions, we predicted that these individuals would have difficulty with retrodictive mindreading. Sixteen adults with high-functioning autism or Asperger's syndrome and 19 typically developing adults viewed 21 video clips of people reacting to one of three gifts (chocolate, monopoly money, or a homemade novelty) and then inferred what gift the recipient received and the emotion expressed by that person. Participants' eye movements were recorded while they viewed the videos. Results showed that participants with ASD were only less accurate when inferring who received a chocolate or homemade gift. This difficulty was not due to lack of understanding what emotions were appropriate in response to each gift, as both groups gave consistent gift and emotion inferences significantly above chance (genuine positive for chocolate and feigned positive for homemade). Those with ASD did not look significantly less to the eyes of faces in the videos, and looking to the eyes did not correlate with accuracy on the task. These results suggest that those with ASD are less accurate when retrodicting events involving recognition of genuine and feigned positive emotions, and challenge claims that lack of attention to the eyes causes emotion recognition difficulties in ASD. Autism Res 2014, 7: 112-123. © 2013 International Society for Autism Research, Wiley Periodicals, Inc.},
note = {cited By 21},
keywords = {Accuracy, Adult, Aged, Article, Asperger Syndrome, Attention, Autism, Behaviour, Cacao, Child Development Disorders, Clinical Article, Concept Formation, Controlled Study, Deception, Discrimination (Psychology), Emotion, Eye Movement, Eye Tracking, Face Processing, Facial Expression, Female, Human, Interpersonal Relations, Male, Middle Aged, Money, Pervasive, Priority Journal, Recipient, Recognition, Reference Values, Retrodictive Mindreading, Spontaneous Emotion Recognition, Theory of Mind, Video Recording, Young Adult},
pubstate = {published},
tppubtype = {article}
}

@article{Freeth20132569,
title = {A cross-cultural comparison of autistic traits in the UK, India and Malaysia},
author = {M Freeth and E Sheppard and R Ramachandran and E Milne},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84886802970&doi=10.1007%2fs10803-013-1808-9&partnerID=40&md5=d8acde51c0626be3862facc1d6bc493c},
doi = {10.1007/s10803-013-1808-9},
issn = {01623257},
year = {2013},
date = {2013-01-01},
journal = {Journal of Autism and Developmental Disorders},
volume = {43},
number = {11},
pages = {2569-2583},
abstract = {The disorder of autism is widely recognised throughout the world. However, the diagnostic criteria and theories of autism are based on research predominantly conducted in Western cultures. Here we compare the expression of autistic traits in a sample of neurotypical individuals from one Western culture (UK) and two Eastern cultures (India and Malaysia), using the Autism-spectrum Quotient (AQ) in order to identify possible cultural differences in the expression of autistic traits. Behaviours associated with autistic traits were reported to a greater extent in the Eastern cultures than the Western culture. Males scored higher than females and science students scored higher than non-science students in each culture. Indian students scored higher than both other groups on the Imagination sub-scale, Malaysian students scored higher than both other groups on the Attention Switching sub-scale. The underlying factor structures of the AQ for each population were derived and discussed. © 2013 Springer Science+Business Media New York.},
note = {cited By 39},
keywords = {Adolescent, Adult, Article, Asian Continental Ancestry Group, Attention, Autism, Autism Spectrum Disorders, Autism Spectrum Quotient, Communication Skills, Comparative Study, Cross-Cultural Comparison, Cultural Factor, Ethnicity, Female, Great Britain, Human, Human Experiment, Imagination, India, Indian, Malaysia, Male, Personality, Phenotype, Postgraduate Student, Priority Journal, Psychometry, Questionnaires, Sex Factors, Social Adaptation, Spectrum, Students, Undergraduate Student, United Kingdom, Young Adult},
pubstate = {published},
tppubtype = {article}
}

@article{Khowaja20131111,
title = {A systematic review of strategies and computer-based intervention (CBI) for reading comprehension of children with autism},
author = {K Khowaja and S S Salim},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84879609907&doi=10.1016%2fj.rasd.2013.05.009&partnerID=40&md5=6ba3e9315ee8b3cecb6248b97198313d},
doi = {10.1016/j.rasd.2013.05.009},
issn = {17509467},
year = {2013},
date = {2013-01-01},
journal = {Research in Autism Spectrum Disorders},
volume = {7},
number = {9},
pages = {1111-1121},
abstract = {This paper presents a systematic review of relevant published studies on reading comprehension for children with autism, focusing on vocabulary instruction and text comprehension instruction from years 2000 to 2011. This systematic review attempts to address three specific research questions: strategies of vocabulary instruction and text comprehension instruction used, computer-based intervention (CBI) used or developed during study, and the effectiveness of using CBI for teaching children with autism. There are five strategies of vocabulary instruction and seven strategies of text comprehension instruction. Results indicate that two strategies of vocabulary instruction, multimedia methods and explicit instruction were found to be more commonly used than the other three. On the same note, question answering strategy of text comprehension instruction was discovered to be used more often than the other six. Results also indicate that children with autism can benefit from the strategies of reading comprehension and that the use of CBI as a mode of instruction for reading comprehension improved learning of children. This is clearly evident judging from the performance of children between pre-tests and post-tests of studies in which CBI was used. However, due to heterogeneity of participants, this is not always the case; a few studies reported no improvement in the learning of children with autism. © 2013 Elsevier Ltd. Allrights reserved.},
note = {cited By 28},
keywords = {Attention, Autism, Bibliographic Database, Children, Clinical Effectiveness, Clinical Observation, Cognition, Comprehension, Computer Assisted Therapy, Computer Based Intervention, Explicit Memory, Human, Learning, Linguistics, Motivation, Multimedia, Pretest Posttest Design, Priority Journal, Reading, Reading Comprehension, Review, Systematic Review, Treatment Outcome},
pubstate = {published},
tppubtype = {article}
}

@article{Freeth2011364,
title = {Brief report: How adolescents with ASD process social information in complex scenes. Combining evidence from eye movements and verbal descriptions},
author = {M Freeth and D Ropar and P Mitchell and P Chapman and S Loher},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-79956006659&doi=10.1007%2fs10803-010-1053-4&partnerID=40&md5=35b5c8dd813f7eab2963b27081f11e78},
doi = {10.1007/s10803-010-1053-4},
issn = {01623257},
year = {2011},
date = {2011-01-01},
journal = {Journal of Autism and Developmental Disorders},
volume = {41},
number = {3},
pages = {364-371},
abstract = {We investigated attention, encoding and processing of social aspects of complex photographic scenes. Twenty-four high-functioning adolescents (aged 11-16) with ASD and 24 typically developing matched control participants viewed and then described a series of scenes, each containing a person. Analyses of eye movements and verbal descriptions provided converging evidence that both groups displayed general interest in the person in each scene but the salience of the person was reduced for the ASD participants. Nevertheless, the verbal descriptions revealed that participants with ASD frequently processed the observed person's emotion or mental state without prompting. They also often mentioned eye-gaze direction, and there was evidence from eye movements and verbal descriptions that gaze was followed accurately. The combination of evidence from eye movements and verbal descriptions provides a rich insight into the way stimuli are processed overall. The merits of using these methods within the same paradigm are discussed. © Springer Science+Business Media, LLC 2010.},
note = {cited By 21},
keywords = {Adolescent, Article, Association, Attention, Autism, Child Development Disorders, Children, Clinical Article, Controlled Study, Cues, Emotion, Eye Fixation, Eye Movement, Eye Tracking, Female, Gaze, Human, Intelligence Quotient, Male, Mental Function, Mental Health, Perception, Pervasive, Photic Stimulation, Photostimulation, Priority Journal, Psychological Aspect, School Child, Social Aspect, Social Perception, Stimulus Response, Verbal Communication, Vision, Visual Perception, Visual Stimulation},
pubstate = {published},
tppubtype = {article}
}