@conference{Mohd20195b,
title = {Visual perception games for autistic learners: Design & development},
author = {C K N C K Mohd and F Shahbodin and A H Azni and Z Jano},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85064918100&doi=10.1145%2f3314527.3314533&partnerID=40&md5=a3c6394e2cd86d31a30ed2d1f3b6e1e6},
doi = {10.1145/3314527.3314533},
isbn = {9781450366212},
year = {2019},
date = {2019-01-01},
journal = {ACM International Conference Proceeding Series},
pages = {5-11},
publisher = {Association for Computing Machinery},
abstract = {The use of information communication technologies (ICTs) in therapy offers new perspectives for treating many domains in individuals with autism spectrum disorders (ASD) because it is used in many different ways and settings and they are attractive to the patients. Students with autism have a high incidence of visual perception problems. They often have difficulty recognizing, remembering, organizing and interpreting visual images. As a result, they are easily confused in situations where written or pictorial symbols are utilised for learning. The paper reported the design and development of autism diagnostic tool using serious games technique. It is a tool for special education teachers to diagnose visual perception problems among autistic students. The game is known as Vi-Per Games. A diagnostic tool known as Vi-Per Games has been developed based on ADDIE model. Vi-Per Games is able to diagnose autistic students without the needs for teachers to have some experience and knowledge of diagnosing visual perception. This prototype will be a high-tech solution to diagnose visual perception problems designed for autistic children. © 2019 Association for Computing Machinery.},
note = {cited By 0},
keywords = {Autism Spectrum Disorders, Autistic Children, Children with Autism, Design and Development, Diagnosis, Diagnostic Products, Diagnostic tools, Diseases, Education, Education Computing, High Incidence, Information and Communications Technology, Information Use, Patient Treatment, Serious Games, Special Education, Students, Vision, Visual Perception},
pubstate = {published},
tppubtype = {conference}
}

@conference{Shahbodin201956,
title = {Visual perception games for autistic learners: Research findings},
author = {F Shahbodin and C K N C K Mohd and A H Azni and Z Jano},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85064943370&doi=10.1145%2f3314527.3314534&partnerID=40&md5=d8f7013f1b7932097d9c65379ec94aab},
doi = {10.1145/3314527.3314534},
isbn = {9781450366212},
year = {2019},
date = {2019-01-01},
journal = {ACM International Conference Proceeding Series},
pages = {56-60},
publisher = {Association for Computing Machinery},
abstract = {Early identification and diagnosis of autism is the key to minimize its negative effects and get the autistic children on the right path. This paper analyzed autism diagnostic tool using serious games technique namely Vi-Per Games. It is a tool for special education teachers to diagnose visual perception problems among autistic students. The development of the game is based on ADDIE model. The results show that the use of Vi-Per Games successfully assist and facilitate teachers when making a diagnosis of visual perception problems in autistic students, compared with conventional methods of diagnosis. Diagnosing visual perception problems using serious games gives teachers and students enjoyable experiences in a way that no other medium can offer. © 2019 Association for Computing Machinery.},
note = {cited By 0},
keywords = {ADDIE Model, Autism, Autistic Children, Children with Autism, Conventional Methods, Diagnostic tools, Diseases, Education, Education Computing, Serious Games, Special Education, Students, Vision, Visual Perception},
pubstate = {published},
tppubtype = {conference}
}

@conference{Aziz201699,
title = {Proposed conceptual model of mobile numerical application for children with autism},
author = {N S A Aziz and W F W Ahmad},
editor = {Aziz Jaafar Arshad Rahim I A J N I B S K N A Abdullah M.N. Ariff M.I.B.M.},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84995543505&doi=10.1109%2fISMSC.2015.7594035&partnerID=40&md5=5fb8809b855fbcb1904d50c6ec0646b2},
doi = {10.1109/ISMSC.2015.7594035},
isbn = {9781479978946},
year = {2016},
date = {2016-01-01},
journal = {2015 International Symposium on Mathematical Sciences and Computing Research, iSMSC 2015 - Proceedings},
pages = {99-103},
publisher = {Institute of Electrical and Electronics Engineers Inc.},
abstract = {Basic literacy and numeracy proficiency are two important skills which prepare and shape students for lifelong learning. This study focuses on numeracy skills for children with autism. It is crucial to conduct this study due to the increasing number of children with autism based on statistics data from the Malaysia Social Welfare Department. Children with autism have a neurological disorder that affects the functioning of the brain and causes problems with thinking, feeling, and language. Thus, a lot of studies have been conducted related to the social and literacy skills of the children with autism. However, numeracy skills are also important to the children and the advancement in mobile technology creates new methods to equip the children with numeracy skills. In order to develop a mobile numerical application that is able to fulfil the needs of these children, a proposed conceptual model will be constructed. The proposed conceptual model consists of learning theories, learning principles, multimedia elements together with colour psychology, number skills, language, gestures and contents. © 2015 IEEE.},
note = {cited By 3},
keywords = {Autism, Computation Theory, Conceptual Model, Diseases, Education, Learning, Mobile Applications, Statistics, Students},
pubstate = {published},
tppubtype = {conference}
}

@conference{Kamaruzaman2013174,
title = {Conceptual framework study of basic counting skills based dynamic visual architecture towards autistic children's development},
author = {M F Kamaruzaman and S H A Rahman and K Z Abdullah and R Anwar},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84883104147&doi=10.1109%2fBEIAC.2013.6560108&partnerID=40&md5=4ca69047980f1916b4fea0044cc637f0},
doi = {10.1109/BEIAC.2013.6560108},
isbn = {9781467359689},
year = {2013},
date = {2013-01-01},
journal = {BEIAC 2013 - 2013 IEEE Business Engineering and Industrial Applications Colloquium},
pages = {174-176},
abstract = {For individual with autism, the opportunity to achieve self-determination may be critical to enhance their quality of life. To achieve self-determination and independence, autism patience need to comprehend the learning basic skill system. Since calculation is used in everyday living, understanding the basic calculation skills is one way individual with autism can help achieve independence. The important of calculation especially mathematics in everyday living should not be overlooked for children's with autism. The opportunities to be paid and purchase goods are ways individuals with disabilities can achieve autonomy and independence. For students with autism, learning basic counting skills are important not only for their academic careers but also for their future independence. Our study plans to investigate the counting basic skills based dynamic visual for students with autism that will potentially assist educators, facilitators and curriculum developers to create appropriate instrument and instructional programs to meet students' academic needs. A theoretical model for basic counting skills for autism children's development is to be proposed from the outcome of this study. The next step will be to validate the integrated model proposed which will be conducted through a series of hypothesis testing which includes improved enthusiasm, augmented sense of worth and enhanced analytical. Perhaps more importantly, this research may help students acquire the essential skills they will need for future independence. © 2013 IEEE.},
note = {cited By 7},
keywords = {Academic Careers, Autistic Children, Calculations, Children with Autism, Conceptual Framework, Curricula, Diseases, Hypothesis Testing, Industrial Applications, Integrated Modeling, Motivation, Self Independence, Students, Theoretical Modeling},
pubstate = {published},
tppubtype = {conference}
}

@conference{Masuri2011813,
title = {The effects of animal assisted therapy in improving attention among autistic children},
author = {M G Masuri and N S Musa and K A M Isa},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84858995499&doi=10.1109%2fCHUSER.2011.6163849&partnerID=40&md5=1f29b24b9c2f78766401528f4e40a41d},
doi = {10.1109/CHUSER.2011.6163849},
isbn = {9781467300193},
year = {2011},
date = {2011-01-01},
journal = {2011 IEEE Colloquium on Humanities, Science and Engineering, CHUSER 2011},
pages = {813-818},
abstract = {Objective. This study examines the effect of Animal Assisted Therapy (AAT) towards improving attention among Autistic children. Method. A single case study using ABA design was used to measure duration of attention and errors omitted using Mesulam Continuous Performance Test (CPT) across three phases among 4 participants. Task Behavior/ Completion section in School Function Assessment (SFA) was given to teachers to rate student performance before and after intervention phase. Results. Results from this study showed that AAT did not improve attention and task behavior among 4 participants. However there is noted slight increase in attention among participants during the intervention phase. All participants also had slight decrease in attention during withdrawal phase. Decreases in numbers of errors omitted in CPM were noted in all participants during intervention phase. Conversely, all participants except participant 4 had increase in numbers of errors omitted during withdrawal phase. Result from Task behavior also showed no improvement. Conclusions. The findings from this study demonstrate that AAT did not improve attention and task behavior among Autistic children. However, the findings suggest that AAT can be one of treatment approach among Autistics children. Further study with longer timelines is needed to demonstrate a much better outcome as well as to ensure that the impact of the interventions really give an effect to the sample. © 2011 IEEE.},
note = {cited By 0},
keywords = {Animals, Autism, Autistic Children, Behavioral Research, Children with Autism, Errors, Performance Tests, Sensory Integration, Student Performance, Students, Three Phasis},
pubstate = {published},
tppubtype = {conference}
}