@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}
}