@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{Salleh2015480,
title = {Experimental Framework for the Categorization of Special Education Programs of ASKNAO},
author = {M H K Salleh and H Yussof and H A Ainuddin and M Z Muda and S Shamsuddin and M A Miskam and A R Omar},
editor = {Miskon M F Yussof H.},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84962839161&doi=10.1016%2fj.procs.2015.12.321&partnerID=40&md5=b1ef50969d7f20b587f124ebebc3a9bc},
doi = {10.1016/j.procs.2015.12.321},
issn = {18770509},
year = {2015},
date = {2015-01-01},
journal = {Procedia Computer Science},
volume = {76},
pages = {480-487},
publisher = {Elsevier B.V.},
abstract = {This paper presents the methods for categorizing a special education apps known as Autism Solution for Kids using NAO (ASKNAO) into the three subscales of autism which is Communication, Social Skills and Repetitive Behavior. The ASKNAO programs contains special education apps that is aimed for autism rehabilitation. As the apps have yet to be categorized, an experimental framework is proposed as to create a method of organizing the apps. With the usage of a 24 behavioral score sheet based on GARS-2, the reactions of the autistic children when interacting with the NAO robot during the experimental sessions can help classify the apps accordingly. There is however a few criteria needs to be met for the experimental data can be considered as reliable.},
note = {cited By 4},
keywords = {Anthropomorphic Robots, ASKNAO, Autism, Diseases, Education, Humanoid Robot, Humanoid Robot NAO, Intelligent Control, Rehabilitation Robotics, Robotics, Smart Sensors, Special Education},
pubstate = {published},
tppubtype = {conference}
}

@conference{Abdullah20151,
title = {MyCalendar: Fostering communication for children with autism spectrum disorder through photos and videos},
author = {M H L Abdullah and M Brereton},
editor = {Smith Vetere Ploderer W F B Carter M. Gibbs M.},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84963544904&doi=10.1145%2f2838739.2838785&partnerID=40&md5=1d0388dc4eb2a559796a0c8cf61f0e31},
doi = {10.1145/2838739.2838785},
isbn = {9781450336734},
year = {2015},
date = {2015-01-01},
journal = {OzCHI 2015: Being Human - Conference Proceedings},
pages = {1-9},
publisher = {Association for Computing Machinery, Inc},
abstract = {This paper presents MyCalendar; a visual calendar prototype App that was developed to support children with Autism Spectrum Disorder and language delays to communicate about their own activities and interests across the settings of home and school. MyCalendar was developed following in-depth fieldwork and participatory design sessions with parents, teachers and children from Preparatory year to year 2 of an Australian Primary School Special Education Unit catering largely for children with Autism Spectrum Disorder (ASD). Typically, children with ASD face difficulties in participating at school. MyCalendar was then evaluated over six months with four teachers, ten parents and eleven children. The study resulted in two key findings: (1) MyCalendar supported children who have ASD and limited verbal skills to better communicate their daily personal activities through photos and videos, encouraged by teachers and parents. (2) This deeper understanding of the children's daily lives enabled teachers to successfully model positive behaviours and to scaffold more relevant and meaningful learning opportunities by relating them to the children's lives. While it was initially expected that the activities would better support communication between teachers and parents, the MyCalendar led in fact to novel scaffolding of learning opportunities and modeling of communication in the classroom. Copyright © 2015 ACM.},
note = {cited By 10},
keywords = {Autism Spectrum Disorders, Children, Children with Autism, Communication, Diseases, Education, Human Computer Interaction, iPad Applications, Learning, MyCalendar, Participatory Design, Special Education, Teaching, Visual Languages},
pubstate = {published},
tppubtype = {conference}
}

@conference{Hashim2015355,
title = {Using Assistive Technology for Spiritual Enhancement of Brain-Impaired Children},
author = {R Hashim and S F Mahamood and H Yussof and A F Aziz},
editor = {Miskon M F Yussof H.},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84962844527&doi=10.1016%2fj.procs.2015.12.308&partnerID=40&md5=b3b24fba9a4aa4b03baa93853ad99bfd},
doi = {10.1016/j.procs.2015.12.308},
issn = {18770509},
year = {2015},
date = {2015-01-01},
journal = {Procedia Computer Science},
volume = {76},
pages = {355-359},
publisher = {Elsevier B.V.},
abstract = {The purpose of this paper is to evaluate the feasibility of using assistive technology for spiritual enhancement of brain-impaired children. The assistive technology in this case is the humanoid robot. A qualitative approach was employed where the sample size was twenty teachers based at a special education primary school in Shah Alam, Selangor, Malaysia. Data were collected through interviews using a semi-structured interview guideline. From the analyses of the interview transcripts, the findings suggested that the teachers are optimistic on the use of humanoids to enhance the children's spiritual or religious knowledge, in particular, the repetitive motions in praying and memorizing the verses from the Quran. It is important to note that the teachers and school children are all of the Islamic faith. Although the study suggests a positive influence of humanoids for spiritual enhancement, more research is needed in this area to provide empirical evidence on assistive technology for brain-impaired children, especially those suffering from autism.},
note = {cited By 3},
keywords = {Anthropomorphic Robots, Assistive Technology, Education, Intelligent Control, Islam, Pedagogy, Qualitative Approach, Repetitive Motions, Robotics, Semi Structured Interviews, Smart Sensors, Special Education, Spirituality, Teaching},
pubstate = {published},
tppubtype = {conference}
}