@article{Leong2020247,
title = {Poh-tay-toe, Poh-tah-toe: Autism Diagnosis and Conceptualization},
author = {D Leong and D Hedley and M Uljarević},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85078570091&doi=10.1177%2f0883073819887587&partnerID=40&md5=f40e68dc7723d94e6c9dfeb9820558a4},
doi = {10.1177/0883073819887587},
issn = {08830738},
year = {2020},
date = {2020-01-01},
journal = {Journal of Child Neurology},
volume = {35},
number = {3},
pages = {247-248},
publisher = {SAGE Publications Inc.},
note = {cited By 0},
keywords = {Anxiety, Attention Deficit Disorder, Autism, Caregiver, Children, Clinical Article, Clinical Practice, Disruptive Behavior, DSM-5, Follow Up, Human, Learning Disorder, Letter, Mental Health, Mood Disorder, Multidisciplinary Team, Neuropsychiatry, Priority Journal, Unemployment, Workforce},
pubstate = {published},
tppubtype = {article}
}

@article{Adib2019b,
title = {Perceived stress among caregivers of children with autism spectrum disorder: A state-wide study},
author = {N A N Adib and M I Ibrahim and A A Rahman and R S Bakar and N A Yahaya and S Hussin and W N A Wan Mansor},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85065303613&doi=10.3390%2fijerph16081468&partnerID=40&md5=fc871375f0d307a95820cd87c57ea270},
doi = {10.3390/ijerph16081468},
issn = {16617827},
year = {2019},
date = {2019-01-01},
journal = {International Journal of Environmental Research and Public Health},
volume = {16},
number = {8},
publisher = {MDPI AG},
abstract = {Background: Caregivers of children with autism spectrum disorder (ASD) experience increased stress and more significant negative caregiving consequences than those with typically developing children. There is a lack of studies specifically focusing on stress among caregivers with ASD children in Asian countries. The current study examines levels of perceived stress and factors associated with it among caregivers in Kelantan, Malaysia. Methods: In a cross-sectional study, the Malay version of the Perceived Stress Scale (PSS) was administered to 227 caregivers of children with ASD. The caregivers were recruited from ASD databases in four tertiary hospitals in Kelantan and a meeting was set up during the child’s follow-up in the clinic. Multiple linear regression analyses were applied to determine the predictors of perceived stress. Results: The mean total perceived stress score was 20.84 (4.72). This was considered higher than average. Higher perceived stress was significantly predicted among caregivers who live far from the health institution, caregivers who do not own transportation to bring the child to the treatment center, and caregivers who have an ASD child with a learning disability. Conclusion: Caregivers of an ASD child perceived significant stress while taking care of their children. Institutions should alleviate the factors that were predicted to increase the caregivers’ perceived stress to improve the quality of the lives of children and ASD families as a whole. © 2019 by the authors. Licensee MDPI, Basel, Switzerland.},
note = {cited By 0},
keywords = {Adaptation, Adolescent, Adult, Article, Autism, Autism Spectrum Disorders, Caregiver, Caregiver Burden, Child Care, Children, Coping Behaviour, Cross-Sectional Study, Female, Follow Up, Health Care, Health Care Access, Human, Infant, Learning Disorder, Malaysia, Male, Mental Stress, Middle Aged, Multiple Linear Regression Analysis, Newborn, Normal Human, Patient Transport, Perceived Stress Scale, Prediction, Preschool, Preschool Child, Psychological, Psychology, Psychometrics, Psychometry, Quality of Life, Stress, Tertiary Care Center, University Hospital},
pubstate = {published},
tppubtype = {article}
}

@article{Wo201735,
title = {The impact of epilepsy on academic achievement in children with normal intelligence and without major comorbidities: A systematic review},
author = {S W Wo and L C Ong and W Y Low and P S M Lai},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85025636897&doi=10.1016%2fj.eplepsyres.2017.07.009&partnerID=40&md5=f34a0aada2cc5dc6e4d6beab18ac779c},
doi = {10.1016/j.eplepsyres.2017.07.009},
issn = {09201211},
year = {2017},
date = {2017-01-01},
journal = {Epilepsy Research},
volume = {136},
pages = {35-45},
publisher = {Elsevier B.V.},
abstract = {Purpose To systematically examine published literature which assessed the prevalence of academic difficulties in children with epilepsy (CWE) of normal intelligence, and its associating factors. Methods A search was conducted on five databases for articles published in English from 1980 till March 2015. Included were studies who recruited children (aged 5–18 years), with a diagnosis or newly/recurrent epilepsy, an intelligent quotient (IQ) of ≥70 or attending regular school, with or without a control group, which measured academic achievement using a standardised objective measure, and published in English. Excluded were children with learning difficulties, intellectual disabilities (IQ < 70) and other comorbidities such as attention deficits hyperactive disorder or autism. Two pairs of reviewers extracted the data, and met to resolve any differences from the data extraction process. Results Twenty studies were included. The majority of the studies assessed “low achievement” whist only two studies used the IQ-achievement discrepancy definition of “underachievement”. Fourteen studies (70%) reported that CWE had significantly lower academic achievement scores compared to healthy controls, children with asthma or reported norms. The remaining six studies (30%) did not report any differences. CWE had stable academic achievement scores over time (2–4 years), even among those whose seizure frequency improved. Higher parental education and children with higher IQ, and had better attention or had a positive attitude towards epilepsy, were associated with higher academic achievement score. Older children were found to have lower academic achievement score. Conclusions In CWE of normal intelligence, the majority of published literature found that academic achievement was lower than controls or reported norms. The high percentages of low achievement in CWE, especially in the older age group, and the stability of scores even as seizure frequency improved, highlights the need for early screening of learning problems, and continued surveillance. © 2017 Elsevier B.V.},
note = {cited By 8},
keywords = {Academic Achievement, Academic Success, Achievement, Attitude to Health, Autism, Benign Childhood Epilepsy, Children, Children with Epilepsy, Cohort Analysis, Comorbidity, Cross-Sectional Study, English (Language), Epilepsy, Human, Intellectual Impairment, Intelligence, Intelligence Quotient, Learning Disorder, Observational Study, Parenting Education, Priority Journal, Psychology, Recurrent Disease, Recurrent Epilepsy, Review, Scoring System, Systematic Review, Underachievement},
pubstate = {published},
tppubtype = {article}
}

@article{Tan2016,
title = {Polyunsaturated fatty acids (PUFAs) for children with specific learning disorders},
author = {M L Tan and J J Ho and K H Teh},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84988922340&doi=10.1002%2f14651858.CD009398.pub3&partnerID=40&md5=3460f403b8829b4692a0b6f795f4a2a3},
doi = {10.1002/14651858.CD009398.pub3},
issn = {1469493X},
year = {2016},
date = {2016-01-01},
journal = {Cochrane Database of Systematic Reviews},
volume = {2016},
number = {9},
publisher = {John Wiley and Sons Ltd},
abstract = {Background: About 5% of school children have a specific learning disorder, defined as unexpected failure to acquire adequate abilities in reading, writing or mathematics that is not a result of reduced intellectual ability, inadequate teaching or social deprivation. Of these events, 80% are reading disorders. Polyunsaturated fatty acids (PUFAs), in particular, omega-3 and omega-6 fatty acids, which normally are abundant in the brain and in the retina, are important for learning. Some children with specific learning disorders have been found to be deficient in these PUFAs, and it is argued that supplementation of PUFAs may help these children improve their learning abilities. Objectives: 1. To assess effects on learning outcomes of supplementation of polyunsaturated fatty acids (PUFAs) for children with specific learning disorders.2. To determine whether adverse effects of supplementation of PUFAs are reported in these children. Search methods: In November 2015, we searched CENTRAL, Ovid MEDLINE, Embase, PsycINFO, 10 other databases and two trials registers. We also searched the reference lists of relevant articles. Selection criteria: Randomised controlled trials (RCTs) or quasi-RCTs comparing PUFAs with placebo or no treatment in children younger than 18 years with specific learning disabilities, as diagnosed in accordance with the fifth (or earlier) edition of theDiagnostic and Statistical Manual of Mental Disorders (DSM-5), or the 10th (or earlier) revision of the International Classification of Diseases (ICD-10) or equivalent criteria. We included children with coexisting developmental disorders such as attention deficit hyperactivity disorder (ADHD) or autism. Data collection and analysis: Two review authors (MLT and KHT) independently screened the titles and abstracts of articles identified by the search and eliminated all studies that did not meet the inclusion criteria. We contacted study authors to ask for missing information and clarification, when needed. We used the GRADE approach to assess the quality of evidence. Main results: Two small studies involving 116 children, mainly boys between 10 and 18 years of age, met the inclusion criteria. One study was conducted in a school setting, the other at a specialised clinic. Both studies used three months of a combination of omega-3 and omega-6 supplements as the intervention compared with placebo. Although both studies had generally low risk of bias, we judged the risk of reporting bias as unclear in one study, and as high in the other study. In addition, one of the studies was funded by industry and reported active company involvement in the study. None of the studies reported data on the primary outcomes of reading, writing, spelling and mathematics scores, as assessed by standardised tests. Evidence of low quality indicates that supplementation of PUFAs did not increase the risk of gastrointestinal disturbances (risk ratio 1.43, 95% confidence interval 0.25 to 8.15; two studies, 116 children). Investigators reported no other adverse effects. Both studies reported attention deficit hyperactivity disorder (ADHD)-related behaviour outcomes. We were unable to combine the results in a meta-analysis because one study reported findings as a continuous outcome, and the other as a dichotomous outcome. No other secondary outcomes were reported. We excluded one study because it used a cointervention (carnosine), and five other studies because they did not provide a robust diagnosis of a specific learning disorder. We identified one ongoing study and found three studies awaiting classification. Authors' conclusions: Evidence is insufficient to permit any conclusions about the effect of PUFAs on the learning abilities of children with specific learning disorders. Well-designed RCTs with clearly defined populations of children with specific learning disorders who have been diagnosed by standardised diagnostic criteria are needed. © 2016 The Cochrane Collaboration.},
note = {cited By 6},
keywords = {Attention Deficit Disorder, Autism, Carnosine, Children, Diet Supplementation, Drug Effect, Gastrointestinal Symptom, Human, Learning Disorder, Meta Analysis, Outcome Assessment, Placebo, Polyunsaturated Fatty Acid, Priority Journal, Randomized Controlled Trial, Review, Systematic Review},
pubstate = {published},
tppubtype = {article}
}

@article{Tan2012c,
title = {Polyunsaturated fatty acids (PUFAs) for children with specific learning disorders.},
author = {M L Tan and J J Ho and K H Teh},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84874188414&partnerID=40&md5=e6f01e2e67a98a878ea3a2d8fc954a7b},
issn = {1469493X},
year = {2012},
date = {2012-01-01},
journal = {Cochrane database of systematic reviews (Online)},
volume = {12},
pages = {CD009398},
abstract = {About 5% of schoolchildren have a specific learning disorder, defined as an unexpected failure to acquire adequate abilities in reading, writing or mathematic skills not as a result of reduced intellectual ability, inadequate teaching or social deprivation. Of these, 80% are reading disorders. Polyunsaturated fatty acids (PUFAs), in particular omega-3 and omega-6 fatty acids, which are found abundantly in the brain and retina are important for learning. Some children with specific learning disorders have been found to be deficient in these PUFAs, and it is argued that supplementation of PUFAs may help these children improve their learning abilities. To assess the effects of polyunsaturated fatty acids (PUFAs) supplementation for children with specific learning disorders, on learning outcomes. We searched the following databases in April 2012: CENTRAL (2012, Issue 4), MEDLINE (1948 to April Week 2 2012), EMBASE (1980 to 2012 Week 16), PsycINFO (1806 to April 2012), ERIC (1966 to April 2012), Science Citation Index (1970 to 20 April 2012), Social Science Citation Index (1970 to 20 April 2012), Conference Proceedings Citation Index-Science (1970 to 20 April 2012), Conference Proceedings Citation Index-Social Sciences and Humanites (1970 to 20 April 2012), Cochrane Database of Systematic Reviews (2012, Issue 4), DARE (2012, Issue 2) , ZETOC (24 April 2012) and WorldCat (24 April 2012). We searched the WHO International Clinical Trials Registry Platform and ClinicalTrials.gov on 24 April 2012. We also searched the reference lists of relevant articles identified by the searches. Randomised or quasi-randomised controlled trials comparing polyunsaturated fatty acids (PUFAs) with placebo or no treatment in children aged below 18 years with specific learning disabilities diagnosed using DSM-IV, ICD-10 or equivalent criteria. We intended to include participants with co-existing developmental disorders such as attention deficit hyperactivity disorder (ADHD) or autism. Two authors (ML and KH) independently screened the titles and abstracts of the search results and eliminated all studies that did not meet the inclusion criteria. Authors were contacted for missing information and clarifications when needed. We did not find any studies suitable for inclusion in the review. One study is awaiting classification as we were unable to get any information from the study author. There is insufficient evidence to draw any conclusion about the use of PUFAs for children with specific learning disorders. There is a need for well designed randomised studies to support or refute the use of PUFAs in this group of children.},
note = {cited By 10},
keywords = {Children, Fatty Acids, Human, Learning Disorder, Omega 3 Fatty Acid, Omega 6 Fatty Acid, Omega-3, Omega-6, Review, Unsaturated, Unsaturated Fatty Acid},
pubstate = {published},
tppubtype = {article}
}

@article{Yusoff2011433,
title = {Le-ADS: Early learning disability detection system for autism and dyslexia},
author = {N M Yusoff and N S Rusli and R Ishak},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-79960415721&doi=10.1007%2f978-3-642-22095-1_87&partnerID=40&md5=81c7ed311b28be5a6b9017df102e4d58},
doi = {10.1007/978-3-642-22095-1_87},
issn = {18650929},
year = {2011},
date = {2011-01-01},
journal = {Communications in Computer and Information Science},
volume = {174 CCIS},
number = {PART 2},
pages = {433-437},
abstract = {Screening test is one of common approaches to detect learning disabilities among children. The Early Learning Disability Detection System for Autism and Dyslexia (Le-AdS) is developed to help primary school teachers to recognize signs and students' behaviour. Studies and researches for the system have been done to understand these types of disorder. Research on the system architecture has also been carried out to know how the system should work based on the requirements and needs of the user. Interviews, reading and overview have been applied throughout the development process of this standalone software. This paper presents the work of Early Learning Disability Detection for Autism and Dyslexia (Le-ADS). © 2011 Springer-Verlag.},
note = {cited By 1},
keywords = {Detection System, Development Process, Diseases, Dyslexia, Early Learning, Engineering Research, Handicapped Persons, Human Computer Interaction, Know-how, Knowledge Management, Learning Disorder, Mild Autism, Primary Schools, Screening System, Screening Tests, Standalone Software, System Architectures},
pubstate = {published},
tppubtype = {article}
}

@article{MohdYusoff2009395,
title = {ESSE: Learning disability classification system for autism and dyslexia},
author = {N Mohd Yusoff and M H Abdul Wahab and M A Aziz and F Jalil AshaÁri},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-76249116153&doi=10.1007%2f978-3-642-02707-9_45&partnerID=40&md5=f51c6dd35a86b7eef7ee117d1daa41dd},
doi = {10.1007/978-3-642-02707-9_45},
issn = {03029743},
year = {2009},
date = {2009-01-01},
journal = {Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)},
volume = {5614 LNCS},
number = {PART 1},
pages = {395-402},
abstract = {This paper presents an Expert System for Special Education (ESSE) based on scenario in Malaysia. This system is developed through the process of knowledge-gaining which is gathered from various expertise in chosen domain. Realizing the limitation of traditional classification system that teachers adopted, we developed ESSE to automate a centralized decision making system. ESSE is also able to provide consistent answers for repetitive decisions, processes and tasks. Besides, teachers using this system hold and maintain significant level of information pertaining both learning disabilities, thus reduce amount of human errors. ESSE knowledge-based resulted from the knowledge engineering called Qualifiers and Choice. Both are gathered from the analysis of symptoms that are experienced by Autism and Dyslexia patients. Every type of disability is divided to several categories and sub-category to facilitate question's arrangement. This paper presents a review of Expert System for Special Education (ESSE), problems arises and the knowledge-based classification systems. © 2009 Springer Berlin Heidelberg.},
note = {cited By 2},
keywords = {Autism, Centralized Decision Making, Classification System, Decision Making, Errors, Expert Systems, Human Computer Interaction, Human Errors, Knowledge Engineering, Knowledge Management, Knowledge-Based Classification, Learning Disorder, Malaysia, Special Education, Teaching},
pubstate = {published},
tppubtype = {article}
}

@article{Amar20081,
title = {Meeting the needs of children with disability in Malaysia},
author = {H S S Amar},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-49749107033&partnerID=40&md5=968c527b940374a37322a599d3ccc812},
issn = {03005283},
year = {2008},
date = {2008-01-01},
journal = {Medical Journal of Malaysia},
volume = {63},
number = {1},
pages = {1-3},
note = {cited By 20},
keywords = {Autism, Behaviour Modification, Child Development, Child Health Care, Children, Clinical Assessment, Clinical Decision Making, Developmental Disorders, Developmental Screening, Disabled Children, Editorial, Health Care, Health Care Delivery, Health Practitioner, Health Program, Health Survey, Human, Intellectual Impairment, Learning Disorder, Malaysia, Pediatric Physiotherapy, Pediatric Rehabilitation, Physical Disability, Preschool, Public Health Service, Register, Sensitivity and Specificity, Sensory Dysfunction, Social Adaptation, Social Welfare, Speech Therapy, Support Group, United Kingdom, United States},
pubstate = {published},
tppubtype = {article}
}

@article{Tan200817,
title = {Reassessment on the development of children with disability in Malaysia},
author = {K L Tan and H Yadav},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-49649115291&partnerID=40&md5=8838ddaa3d9906d8b696be13e88f1baa},
issn = {03005283},
year = {2008},
date = {2008-01-01},
journal = {Medical Journal of Malaysia},
volume = {63},
number = {1},
pages = {17-20},
abstract = {This is a cohort study investigating the profile of children with disability registered with the primary health care clinics in Malaysia. The purpose of the study was to determine whether reassessment on the development of children with disability under rehabilitation should be done at three months interval or six months interval. Secondary data from the pilot project conducted by the Family Health Development Division, Ministry of Health Malaysia was used in this study. The study was carried out for seven months from 1st August 2004 until 28th February 2005. A total of 168 disabled children followed up for six months were selected in this study. Schedule of Growing Scale (SGS) II was the tool used for analysis. Results showed a statistically significant difference in the mean total SGS score at six months interval but not at three months interval. The result suggests that reassessment on children with Down Syndrome, Autism, Cerebral Palsy, mental retardation and delayed speech under rehabilitation should be carried out every six months while children with gross developmental delay and slow learner might need a longer interval for reassessment.},
note = {cited By 5},
keywords = {Article, Autism, Child Development, Children, Clinical Assessment Tool, Cohort Analysis, Controlled Study, Developmental Disorders, Developmental Screening, Disabled Children, Down Syndrome, Family, Female, Follow Up, Human, Infant, Learning Disorder, Major Clinical Study, Malaysia, Male, Mental Deficiency, Patient Selection, Pediatric Rehabilitation, Preschool, Primary Health Care, Register, Speech Disorder, Statistical Significance},
pubstate = {published},
tppubtype = {article}
}