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autism</title> <meta name="description" content="Search results for: autism"> <meta name="keywords" content="autism"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" 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<i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="autism"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 42</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: autism</h1> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">42</span> Serious Game for Autism Children: Review of Literature</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Helmi%20Adly%20Mohd%20Noor">Helmi Adly Mohd Noor</a>, <a href="https://publications.waset.org/search?q=Faaizah%20Shahbodin"> Faaizah Shahbodin</a>, <a href="https://publications.waset.org/search?q=Naim%20Che%20Pee"> Naim Che Pee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Autism Spectrum Disorder (ASD) is a pervasive developmental disorder which affects individuals with varying degrees of impairment. Currently, there has been ample research done in serious game for autism children. Although serious games are traditionally associated with software developments, developing them in the autism field involves studying the associated technology and paying attention to aspects related to interaction with the game. Serious Games for autism cover matters related to education, therapy for communication, psychomotor treatment and social behavior enhancement. In this paper, a systematic review sets out the lines of development and research currently being conducted into serious games which pursue some form of benefit in the field of autism. This paper includes a literature review of relevant serious game developments since in year 2007 and examines new trends.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Serious%20Game" title="Serious Game">Serious Game</a>, <a href="https://publications.waset.org/search?q=Autism" title=" Autism"> Autism</a>, <a href="https://publications.waset.org/search?q=Education" title=" Education"> Education</a>, <a href="https://publications.waset.org/search?q=Therapy" title=" Therapy"> Therapy</a> </p> <a href="https://publications.waset.org/7149/serious-game-for-autism-children-review-of-literature" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/7149/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/7149/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/7149/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/7149/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/7149/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/7149/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/7149/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/7149/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/7149/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/7149/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/7149.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">7473</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">41</span> The Use of Music Therapy to Improve Non-Verbal Communication Skills for Children with Autism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Maria%20Vinca%20Novenia">Maria Vinca Novenia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The number of school-aged children with autism in Indonesia has been increasing each year. Autism is a developmental disorder which can be diagnosed in childhood. One of the symptoms is the lack of communication skills. Music therapy is known as an effective treatment for children with autism. Music elements and structures create a good space for children with autism to express their feelings and communicate their thoughts. School-aged children are expected to be able to communicate non-verbally very well, but children with autism experience the difficulties of communicating non-verbally. The aim of this research is to analyze the significance of music therapy treatment to improve non-verbal communication tools for children with autism. This research informs teachers and parents on how music can be used as a media to communicate with children with autism. The qualitative method is used to analyze this research, while the result is described with the microanalysis technique. The result is measured specifically from the whole experiment, hours of every week, minutes of every session, and second of every moment. The samples taken are four school-aged children with autism in the age range of six to 11 years old. This research is conducted within four months started with observation, interview, literature research, and direct experiment. The result demonstrates that music therapy could be effectively used as a non-verbal communication tool for children with autism, such as changes of body gesture, eye contact, and facial expression. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Autism" title="Autism">Autism</a>, <a href="https://publications.waset.org/search?q=non-verbal%20communication" title=" non-verbal communication"> non-verbal communication</a>, <a href="https://publications.waset.org/search?q=microanalysis" title=" microanalysis"> microanalysis</a>, <a href="https://publications.waset.org/search?q=music%20therapy" title=" music therapy"> music therapy</a>, <a href="https://publications.waset.org/search?q=school-aged%20children." title=" school-aged children."> school-aged children.</a> </p> <a href="https://publications.waset.org/10010099/the-use-of-music-therapy-to-improve-non-verbal-communication-skills-for-children-with-autism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10010099/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10010099/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10010099/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10010099/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10010099/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10010099/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10010099/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10010099/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10010099/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10010099/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10010099.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2117</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">40</span> A Survey on Early Screen Exposure during Infancy and Autism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=I.%20Mahmood">I. Mahmood</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This survey was conducted to explore the hypothesis that excessive screen exposure combined with a subsequent decrease in parent-child interaction during infancy might be associated with autism. The main questions being asked are: Were children with autism exposed to long hours of screen time during the first 2 years of life? And what was the reason(s) for exposure at such an early age? Other variables were also addressed in this survey. An Arabic questionnaire was administered online (June 2019) via a Facebook page, relatively well-known in Arab countries. 1725 parents of children diagnosed with autism participated in this survey. Results show that 80.9% of children surveyed who were diagnosed with autism had been exposed to screens for long periods of time during the first 2 years of life. It can be inferred from the results of this survey that over-exposure to screens disrupt the parent-child interaction which is shown to be associated with ASD. The results of this survey highlight the harmful effects of screen exposure during infancy and the importance of parent-child interaction during the critical period of brain development. This paper attempts to further explore the connection between parent-child interaction and ASD, as well as serve as a call for further research and investigation of the relation between screens and parent-child interactions during infancy and Autism.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Attachment%20disorder" title="Attachment disorder">Attachment disorder</a>, <a href="https://publications.waset.org/search?q=autism" title=" autism"> autism</a>, <a href="https://publications.waset.org/search?q=screen%20exposure" title=" screen exposure"> screen exposure</a>, <a href="https://publications.waset.org/search?q=virtual%20autism." title=" virtual autism."> virtual autism.</a> </p> <a href="https://publications.waset.org/10011735/a-survey-on-early-screen-exposure-during-infancy-and-autism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011735/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011735/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011735/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011735/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011735/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011735/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011735/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011735/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011735/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011735/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011735.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">818</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">39</span> Designing Interactive Applications for Social Anxiety Scenario Stories for Children with Autism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Wen%20Huei%20Chou">Wen Huei Chou</a>, <a href="https://publications.waset.org/search?q=Yi-Ting%20Chen"> Yi-Ting Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Individuals with Autism Spectrum Disorder (ASD) often struggle with social interactions and communication. It is challenging for them to understand social cues such as facial expressions, body language, and tone of voice in social settings, leading to social conflicts and misunderstandings. Over time, feelings of frustration and anxiety can make them reluctant to engage in social situations and worsen their communication barriers. This study focused on children with autism who also experience social anxiety. Through focus group interviews with parents of children with autism and occupational therapists, it explores the reasons and scenarios behind the development of social anxiety in these children. Social scenario stories and interactive applications tailored for children with autism were designed and developed. In addition, working with the educational robots, coping strategies for various emotional situations were elaborated on, and children were helped to understand their emotions.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Autism%20spectrum%20disorder" title="Autism spectrum disorder">Autism spectrum disorder</a>, <a href="https://publications.waset.org/search?q=social%20anxiety" title=" social anxiety"> social anxiety</a>, <a href="https://publications.waset.org/search?q=robot" title=" robot"> robot</a>, <a href="https://publications.waset.org/search?q=social%20scenario%20story" title=" social scenario story"> social scenario story</a>, <a href="https://publications.waset.org/search?q=interactive%20applications." title=" interactive applications."> interactive applications.</a> </p> <a href="https://publications.waset.org/10013821/designing-interactive-applications-for-social-anxiety-scenario-stories-for-children-with-autism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013821/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013821/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013821/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013821/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013821/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013821/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013821/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013821/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013821/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013821/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013821.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">60</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">38</span> Prototype of an Interactive Toy from Lego Robotics Kits for Children with Autism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ricardo%20A.%20Martins">Ricardo A. Martins</a>, <a href="https://publications.waset.org/search?q=Matheus%20S.%20da%20Silva"> Matheus S. da Silva</a>, <a href="https://publications.waset.org/search?q=Gabriel%20H.%20F.%20Iarossi"> Gabriel H. F. Iarossi</a>, <a href="https://publications.waset.org/search?q=Helen%20C.%20M.%20Senefonte"> Helen C. M. Senefonte</a>, <a href="https://publications.waset.org/search?q=Cinthyan%20R.%20S.%20C.%20de%20Barbosa"> Cinthyan R. S. C. de Barbosa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper is the development of a concept of the man/robot interaction. More accurately in developing of an autistic child that have more troubles with interaction, here offers an efficient solution, even though simple; however, less studied for this public. This concept is based on code applied thought out the Lego NXT kit, built for the interpretation of the robot, thereby can create this interaction in a constructive way for children suffering with Autism. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Lego%20NXT" title="Lego NXT">Lego NXT</a>, <a href="https://publications.waset.org/search?q=autism" title=" autism"> autism</a>, <a href="https://publications.waset.org/search?q=ANN%20%28Artificial%20Neural%20Network%29" title=" ANN (Artificial Neural Network)"> ANN (Artificial Neural Network)</a>, <a href="https://publications.waset.org/search?q=Backpropagation." title=" Backpropagation."> Backpropagation.</a> </p> <a href="https://publications.waset.org/10006231/prototype-of-an-interactive-toy-from-lego-robotics-kits-for-children-with-autism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10006231/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10006231/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10006231/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10006231/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10006231/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10006231/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10006231/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10006231/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10006231/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10006231/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10006231.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">882</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">37</span> Voice Features as the Diagnostic Marker of Autism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Elena%20Lyakso">Elena Lyakso</a>, <a href="https://publications.waset.org/search?q=Olga%20Frolova"> Olga Frolova</a>, <a href="https://publications.waset.org/search?q=Yuri%20Matveev"> Yuri Matveev</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The aim of the study is to determine the acoustic features of voice and speech of children with autism spectrum disorders (ASD) as a possible additional diagnostic criterion. The participants in the study were 95 children with ASD aged 5-16 years, 150 typically development (TD) children, and 103 adults – listening to children’s speech samples. Three types of experimental methods for speech analysis were performed: spectrographic, perceptual by listeners, and automatic recognition. In the speech of children with ASD, the pitch values, pitch range, values of frequency and intensity of the third formant (emotional) leading to the “atypical” spectrogram of vowels are higher than corresponding parameters in the speech of TD children. High values of vowel articulation index (VAI) are specific for ASD children’s speech signals. These acoustic features can be considered as diagnostic marker of autism. The ability of humans and automatic recognition of the psychoneurological state of children via their speech is determined.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Autism%20spectrum%20disorders" title="Autism spectrum disorders">Autism spectrum disorders</a>, <a href="https://publications.waset.org/search?q=biomarker%20of%20autism" title=" biomarker of autism"> biomarker of autism</a>, <a href="https://publications.waset.org/search?q=child%20speech" title=" child speech"> child speech</a>, <a href="https://publications.waset.org/search?q=voice%20features." title=" voice features."> voice features.</a> </p> <a href="https://publications.waset.org/10012604/voice-features-as-the-diagnostic-marker-of-autism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10012604/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10012604/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10012604/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10012604/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10012604/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10012604/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10012604/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10012604/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10012604/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10012604/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10012604.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">619</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">36</span> Impact of Behavioral Aspects of Autism on Cognitive Abilities in Children with Autism Spectrum Disorder</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Rana%20M.%20Zeina">Rana M. Zeina</a>, <a href="https://publications.waset.org/search?q=Laila%20AL-Ayadhi"> Laila AL-Ayadhi</a>, <a href="https://publications.waset.org/search?q=Shahid%20Bashir"> Shahid Bashir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Cognitive symptoms and behavioral symptoms may, in fact, overlap and be related to the level of the general cognitive function. We have measured the behavioral aspects of autism and its correlation to the cognitive ability in 30 children with ASD. We used a neuropsychological Battery CANTAB eclipse to evaluate the ASD children's cognitive ability. Individuals with ASD and challenging behaviors showed significant correlation between some cognitive abilities and Motor aspects. Based on these findings, we can conclude that the motor behavioral problems in autism affect specific cognitive abilities in ASDs such as comprehension, learning, reversal, acquisition, attention set shifting, and speed of reaction to one stimulus. Future researches should also focus on the relationship between motor stereotypes and other subtypes of repetitive behaviors, such as verbal stereotypes, ritual routine adherence, and the use of different types of CANTAB tests.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Autism" title="Autism">Autism</a>, <a href="https://publications.waset.org/search?q=Cognitive%20ability" title=" Cognitive ability"> Cognitive ability</a>, <a href="https://publications.waset.org/search?q=Motor%20Behavior" title=" Motor Behavior"> Motor Behavior</a>, <a href="https://publications.waset.org/search?q=and%20Neuropsychological%20battery." title=" and Neuropsychological battery."> and Neuropsychological battery.</a> </p> <a href="https://publications.waset.org/9998605/impact-of-behavioral-aspects-of-autism-on-cognitive-abilities-in-children-with-autism-spectrum-disorder" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9998605/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9998605/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9998605/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9998605/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9998605/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9998605/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9998605/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9998605/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9998605/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9998605/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9998605.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2136</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">35</span> Checklist for Autism Spectrum Disorder as an In-class Observation Tool for Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=W.%20Kr%C3%B3l-Gierat">W. Król-Gierat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The majority of Special Educational Needs checklists are intended for preliminary screening in the special education disability process. The aim of the present paper is to present their potential usefulness as in-class observation tools for teachers working with students who have already been diagnosed with a disorder. A checklist may complement and organize information about a given child, which is indispensable to improve his or her condition. The case of a Polish boy with autism will serve as an example. Last but not least, alternative uses of checklists are suggested in the article.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Autism%20Spectrum%20Disorders" title="Autism Spectrum Disorders">Autism Spectrum Disorders</a>, <a href="https://publications.waset.org/search?q=case%20study" title=" case study"> case study</a>, <a href="https://publications.waset.org/search?q=checklist" title=" checklist"> checklist</a>, <a href="https://publications.waset.org/search?q=observation%20tool." title=" observation tool."> observation tool.</a> </p> <a href="https://publications.waset.org/9998292/checklist-for-autism-spectrum-disorder-as-an-in-class-observation-tool-for-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9998292/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9998292/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9998292/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9998292/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9998292/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9998292/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9998292/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9998292/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9998292/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9998292/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9998292.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">6358</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">34</span> Architecture and Students with Autism: Exploring Strategies for Their Inclusion in Society Mainstream</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Safaa%20Mahmoud%20Issa">Safaa Mahmoud Issa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Architecture, as an art and science of designing, has always been the medium to create environments that fulfill their users’ needs. It could create an inclusive environment that would not isolate any individual regardless of his /her disabilities. It could help, hopefully, in setting the strategies that provide a supportive, educational environment that would allow the inclusion of students with autism. Architects could help in the battle against this neuro-developmental disorder by providing the accommodating environment, at home and at school, in order to prevent institutionalizing these children. Through a theoretical approach and a review of literature, this study will explore and analyze best practices in autism-friendly, supportive, teaching environments. Additionally, it would provide the range of measures, and set the strategies to deal with the students with autism sensory peculiarities, and that, in order to allow them to concentrate in the school environment, and be able to succeed, and to be integrated as an important addition to society and the social mainstream. Architects should take into consideration the general guidelines for an autism-friendly built environment, and apply them to specific buildings systems. And that, as certain design elements have great effect on children’s behavior, by appropriating architecture to provide inclusive accommodating environments, the basis for equalization of opportunities is set allowing these individuals a better, normal, non-institutional life, as the discussion presented in this study would reveal.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Architecture" title="Architecture">Architecture</a>, <a href="https://publications.waset.org/search?q=inclusion" title=" inclusion"> inclusion</a>, <a href="https://publications.waset.org/search?q=students%20with%20autism" title=" students with autism"> students with autism</a>, <a href="https://publications.waset.org/search?q=mainstream%20society." title=" mainstream society."> mainstream society.</a> </p> <a href="https://publications.waset.org/10007757/architecture-and-students-with-autism-exploring-strategies-for-their-inclusion-in-society-mainstream" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10007757/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10007757/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10007757/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10007757/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10007757/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10007757/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10007757/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10007757/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10007757/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10007757/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10007757.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1823</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">33</span> Control Strategies for a Robot for Interaction with Children with Autism Spectrum Disorder</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Vinicius%20Binotte">Vinicius Binotte</a>, <a href="https://publications.waset.org/search?q=Guilherme%20Baldo"> Guilherme Baldo</a>, <a href="https://publications.waset.org/search?q=Christiane%20Goulart"> Christiane Goulart</a>, <a href="https://publications.waset.org/search?q=Carlos%20Valad%C3%A3o"> Carlos Valadão</a>, <a href="https://publications.waset.org/search?q=Eliete%20Caldeira"> Eliete Caldeira</a>, <a href="https://publications.waset.org/search?q=Teodiano%20Bastos"> Teodiano Bastos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Socially assistive robotic has become increasingly active and it is present in therapies of people affected for several neurobehavioral conditions, such as Autism Spectrum Disorder (ASD). In fact, robots have played a significant role for positive interaction with children with ASD, by stimulating their social and cognitive skills. This work introduces a mobile socially-assistive robot, which was built for interaction with children with ASD, using non-linear control techniques for this interaction.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Socially%20assistive%20robotics" title="Socially assistive robotics">Socially assistive robotics</a>, <a href="https://publications.waset.org/search?q=mobile%20robot" title=" mobile robot"> mobile robot</a>, <a href="https://publications.waset.org/search?q=autonomous%20control" title=" autonomous control"> autonomous control</a>, <a href="https://publications.waset.org/search?q=autism." title=" autism."> autism.</a> </p> <a href="https://publications.waset.org/10006582/control-strategies-for-a-robot-for-interaction-with-children-with-autism-spectrum-disorder" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10006582/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10006582/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10006582/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10006582/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10006582/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10006582/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10006582/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10006582/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10006582/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10006582/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10006582.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1573</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">32</span> Management Directions towards Social Responsibility in Special Population Groups by Airport Enterprises: The Case of Autism </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Dimitrios%20J.%20Dimitriou">Dimitrios J. Dimitriou</a>, <a href="https://publications.waset.org/search?q=Maria%20F.%20Sartzetaki"> Maria F. Sartzetaki</a>, <a href="https://publications.waset.org/search?q=Simoni%20K.%20Lintzerakou"> Simoni K. Lintzerakou </a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Air transport links markets and individuals, promoting social and economic development. The review of management direction towards social responsibility and especially for the enhancement of passengers with autism is the key objective of this paper. According to a top-down approach, the key dimensions that affect the basic principles and directions of airport enterprises management towards social responsibility for the case of passengers with autism are presented. Conventional wisdom is to present actions undertaken in improving accessibility for special population groups and highlight the social dimension in the management of transport hubs. The target is to focus on transport hubs serving special groups of passengers such as passengers with autism and highlight good practices and motivate transport infrastructure management authorities and decision makers to promote the social footprint of transport. The highlights and key findings are essential for managers and decision makers to support actions and plans towards management of airport enterprises towards social responsibility, focusing on the case of passengers traveling with Autism Spectrum Disorder (ASD).</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Social%20responsibility" title="Social responsibility">Social responsibility</a>, <a href="https://publications.waset.org/search?q=special%20groups" title=" special groups"> special groups</a>, <a href="https://publications.waset.org/search?q=airport%20enterprises." title=" airport enterprises."> airport enterprises.</a> </p> <a href="https://publications.waset.org/10010761/management-directions-towards-social-responsibility-in-special-population-groups-by-airport-enterprises-the-case-of-autism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10010761/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10010761/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10010761/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10010761/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10010761/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10010761/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10010761/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10010761/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10010761/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10010761/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10010761.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">713</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">31</span> Robot-Assisted Therapy for Autism Spectrum Disorder: Evaluating the Impact of NAO Robot on Social and Language Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=M.%20Aguilar">M. Aguilar</a>, <a href="https://publications.waset.org/search?q=D.%20L.%20Araujo"> D. L. Araujo</a>, <a href="https://publications.waset.org/search?q=A.%20L.%20Avenda%C3%B1o"> A. L. Avendaño</a>, <a href="https://publications.waset.org/search?q=D.%20C.%20Flores"> D. C. Flores</a>, <a href="https://publications.waset.org/search?q=I.%20Lascurain"> I. Lascurain</a>, <a href="https://publications.waset.org/search?q=R.%20A.%20Molina"> R. A. Molina</a>, <a href="https://publications.waset.org/search?q=M.%20Romero"> M. Romero</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This work presents an application of social robotics, specifically the use of a NAO Robot as a tool for therapists in the treatment of Autism Spectrum Disorder (ASD). According to this, therapies approved by specialist psychologists have been developed and implemented, focusing on creating a triangulation between the robot, the child, and the therapist, aiming to improve their social and language skills, as well as communication skills and joint attention. In addition, quantitative and qualitative analysis tools have been developed and applied to prove the acceptance and the impact of the robot in the treatment of ASD. </p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Autism%20Spectrum%20Disorder" title="Autism Spectrum Disorder">Autism Spectrum Disorder</a>, <a href="https://publications.waset.org/search?q=NAO%20robot" title=" NAO robot"> NAO robot</a>, <a href="https://publications.waset.org/search?q=social%20and%20language%20skills" title=" social and language skills"> social and language skills</a>, <a href="https://publications.waset.org/search?q=therapy." title=" therapy."> therapy.</a> </p> <a href="https://publications.waset.org/10013757/robot-assisted-therapy-for-autism-spectrum-disorder-evaluating-the-impact-of-nao-robot-on-social-and-language-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013757/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013757/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013757/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013757/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013757/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013757/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013757/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013757/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013757/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013757/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013757.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">88</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">30</span> Emotion Classification for Students with Autism in Mathematics E-learning using Physiological and Facial Expression Measures</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Hui-Chuan%20Chu">Hui-Chuan Chu</a>, <a href="https://publications.waset.org/search?q=Min-Ju%20Liao"> Min-Ju Liao</a>, <a href="https://publications.waset.org/search?q=Wei-Kai%20Cheng"> Wei-Kai Cheng</a>, <a href="https://publications.waset.org/search?q=William%20Wei-Jen%20Tsai"> William Wei-Jen Tsai</a>, <a href="https://publications.waset.org/search?q=Yuh-Min%20Chen"> Yuh-Min Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Avoiding learning failures in mathematics e-learning environments caused by emotional problems in students with autism has become an important topic for combining of special education with information and communications technology. This study presents an adaptive emotional adjustment model in mathematics e-learning for students with autism, emphasizing the lack of emotional perception in mathematics e-learning systems. In addition, an emotion classification for students with autism was developed by inducing emotions in mathematical learning environments to record changes in the physiological signals and facial expressions of students. Using these methods, 58 emotional features were obtained. These features were then processed using one-way ANOVA and information gain (IG). After reducing the feature dimension, methods of support vector machines (SVM), k-nearest neighbors (KNN), and classification and regression trees (CART) were used to classify four emotional categories: baseline, happy, angry, and anxious. After testing and comparisons, in a situation without feature selection, the accuracy rate of the SVM classification can reach as high as 79.3-%. After using IG to reduce the feature dimension, with only 28 features remaining, SVM still has a classification accuracy of 78.2-%. The results of this research could enhance the effectiveness of eLearning in special education.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Emotion%20classification" title="Emotion classification">Emotion classification</a>, <a href="https://publications.waset.org/search?q=Physiological%20and%20facial%20Expression%20measures" title=" Physiological and facial Expression measures"> Physiological and facial Expression measures</a>, <a href="https://publications.waset.org/search?q=Students%20with%20autism" title=" Students with autism"> Students with autism</a>, <a href="https://publications.waset.org/search?q=Mathematics%20e-learning." title=" Mathematics e-learning."> Mathematics e-learning.</a> </p> <a href="https://publications.waset.org/9119/emotion-classification-for-students-with-autism-in-mathematics-e-learning-using-physiological-and-facial-expression-measures" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9119/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9119/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9119/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9119/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9119/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9119/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9119/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9119/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9119/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9119/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9119.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1781</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">29</span> Using Project MIND - Math Is Not Difficult Strategies to Help Children with Autism Improve Mathematics Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Hui%20Fang%20Huang%20Su">Hui Fang Huang Su</a>, <a href="https://publications.waset.org/search?q=Leanne%20Lai"> Leanne Lai</a>, <a href="https://publications.waset.org/search?q=Pei-Fen%20Li"> Pei-Fen Li</a>, <a href="https://publications.waset.org/search?q=Mei-Hwei%20Ho"> Mei-Hwei Ho</a>, <a href="https://publications.waset.org/search?q=Yu-Wen%20Chiu"> Yu-Wen Chiu </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to provide a practical, systematic, and comprehensive intervention for children with Autism Spectrum Disorder (ASD). A pilot study of quasi-experimental pre-post intervention with control group design was conducted to evaluate if the mathematical intervention (<em>Project MIND - Math Is Not Difficult</em>) increases the math comprehension of children with ASD Children with ASD in the primary grades (K-1, 2) participated in math interventions to enhance their math comprehension and cognitive ability. The Bracken basic concept scale was used to evaluate subjects’ language skills, cognitive development, and school readiness. The study found that our systemic interventions of Project MIND significantly improved the mathematical and cognitive abilities in children with autism. The results of this study may lead to a major change in effective and adequate health care services for children with ASD and their families. All statistical analyses were performed with the IBM SPSS Statistics Version 25 for Windows. The significant level was set at 0.05 P-value. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Young%20Children" title="Young Children">Young Children</a>, <a href="https://publications.waset.org/search?q=Autism" title=" Autism"> Autism</a>, <a href="https://publications.waset.org/search?q=Mathematics" title=" Mathematics"> Mathematics</a>, <a href="https://publications.waset.org/search?q=Curriculum" title=" Curriculum"> Curriculum</a>, <a href="https://publications.waset.org/search?q=teaching%20and%20learning" title=" teaching and learning"> teaching and learning</a>, <a href="https://publications.waset.org/search?q=children%20with%20special%20needs" title=" children with special needs"> children with special needs</a>, <a href="https://publications.waset.org/search?q=Project%20MIND." title=" Project MIND."> Project MIND.</a> </p> <a href="https://publications.waset.org/10011287/using-project-mind-math-is-not-difficult-strategies-to-help-children-with-autism-improve-mathematics-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011287/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011287/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011287/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011287/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011287/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011287/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011287/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011287/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011287/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011287/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011287.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">928</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">28</span> Peer-Mediated Intervention for Social Communication Difficulties in Adolescents with Autism: Literature Review and Research Recommendations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Christine%20L.%20Cole">Christine L. Cole</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Adolescents with Autism Spectrum Disorders (ASD) often experience social-communication difficulties that negatively impact their social interactions with typical peers. However, unlike other age and disability groups, there is little intervention research to inform best practice for these students. One evidence-based strategy for younger students with ASD is peer-mediated intervention (PMI). PMI may be particularly promising for use with adolescents, as peers are readily available and are natural experts for encouraging authentic high school conversations. This paper provides a review of previous research that evaluated the use of PMI to improve the socialcommunication skills of students with ASD. Specific intervention features associated with positive student outcomes are identified and recommendations for future research are provided. Adolescents with ASD are targeted due the critical importance of social conversation at the high school level.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Autism" title="Autism">Autism</a>, <a href="https://publications.waset.org/search?q=peer-mediation" title=" peer-mediation"> peer-mediation</a>, <a href="https://publications.waset.org/search?q=social%20communication" title=" social communication"> social communication</a>, <a href="https://publications.waset.org/search?q=adolescents." title=" adolescents."> adolescents.</a> </p> <a href="https://publications.waset.org/10001021/peer-mediated-intervention-for-social-communication-difficulties-in-adolescents-with-autism-literature-review-and-research-recommendations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10001021/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10001021/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10001021/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10001021/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10001021/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10001021/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10001021/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10001021/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10001021/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10001021/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10001021.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">3547</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">27</span> Autism Spectrum Disorder: Main Problem Waiting for Solution in Kingdom of Saudi Arabia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Rana%20M.%20Zeina">Rana M. Zeina</a>, <a href="https://publications.waset.org/search?q=Laila%20Al-Ayadhi"> Laila Al-Ayadhi</a>, <a href="https://publications.waset.org/search?q=Shahid%20Bashir"> Shahid Bashir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Autism Spectrum Disorders (ASDs) are characterized by abnormalities in social interaction and communication, as well as repetitive and stereotyped behaviors. Although various studies have been conducted in ASDs etiology across the world, it seems that they are still unknown in Middle East. Some scientific researches have been conducted on ASDs in Middle East (ME) especially in Kingdom of Saudi Arabia (KSA). A systematic literature review was performed to identify the ASDs studies in KSA. Accordingly, PubMed, ISI web of Science and Google were searched to find KSA and ME studies in ASDs. The main focus of this review work is to outline an improved understanding of the underpinnings of ASD in order to achieve therapeutic interventions and we will discuss the main problem we waiting for solution with reference with role of Transcranial Magnetic Stimulation (TMS) to modulate cortical activity improve understanding ASD.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Autism" title="Autism">Autism</a>, <a href="https://publications.waset.org/search?q=Neurodevelopmental%20disorder" title=" Neurodevelopmental disorder"> Neurodevelopmental disorder</a> </p> <a href="https://publications.waset.org/9999346/autism-spectrum-disorder-main-problem-waiting-for-solution-in-kingdom-of-saudi-arabia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9999346/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9999346/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9999346/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9999346/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9999346/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9999346/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9999346/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9999346/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9999346/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9999346/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9999346.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">3990</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">26</span> EEG-Based Screening Tool for School Student’s Brain Disorders Using Machine Learning Algorithms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Abdelrahman%20A.%20Ramzy">Abdelrahman A. Ramzy</a>, <a href="https://publications.waset.org/search?q=Bassel%20S.%20Abdallah"> Bassel S. Abdallah</a>, <a href="https://publications.waset.org/search?q=Mohamed%20E.%20Bahgat"> Mohamed E. Bahgat</a>, <a href="https://publications.waset.org/search?q=Sarah%20M.%20Abdelkader"> Sarah M. Abdelkader</a>, <a href="https://publications.waset.org/search?q=Sherif%20H.%20ElGohary"> Sherif H. ElGohary</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Attention-Deficit/Hyperactivity Disorder (ADHD), epilepsy, and autism affect millions of children worldwide, many of which are undiagnosed despite the fact that all of these disorders are detectable in early childhood. Late diagnosis can cause severe problems due to the late treatment and to the misconceptions and lack of awareness as a whole towards these disorders. Moreover, electroencephalography (EEG) has played a vital role in the assessment of neural function in children. Therefore, quantitative EEG measurement will be utilized as a tool for use in the evaluation of patients who may have ADHD, epilepsy, and autism. We propose a screening tool that uses EEG signals and machine learning algorithms to detect these disorders at an early age in an automated manner. The proposed classifiers used with epilepsy as a step taken for the work done so far, provided an accuracy of approximately 97% using SVM, Naïve Bayes and Decision tree, while 98% using KNN, which gives hope for the work yet to be conducted.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=ADHD" title="ADHD">ADHD</a>, <a href="https://publications.waset.org/search?q=autism" title=" autism"> autism</a>, <a href="https://publications.waset.org/search?q=epilepsy" title=" epilepsy"> epilepsy</a>, <a href="https://publications.waset.org/search?q=EEG" title=" EEG"> EEG</a>, <a href="https://publications.waset.org/search?q=SVM." title=" SVM."> SVM.</a> </p> <a href="https://publications.waset.org/10010483/eeg-based-screening-tool-for-school-students-brain-disorders-using-machine-learning-algorithms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10010483/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10010483/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10010483/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10010483/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10010483/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10010483/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10010483/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10010483/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10010483/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10010483/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10010483.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">997</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">25</span> The Role of MAOA Gene in the Etiology of Autism Spectrum Disorder in Males</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Jana%20Kiskov%C3%A1">Jana Kisková</a>, <a href="https://publications.waset.org/search?q=Dana%20Gabrikov%C3%A1"> Dana Gabriková</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Monoamine oxidase A gene (MAOA) is suggested to be a candidate gene implicated in many neuropsychiatric disorders, including autism spectrum disorder (ASD). This meta-analytic review evaluates the relationship between ASD and MAOA markers such as 30 bp variable number tandem repeats in the promoter region (uVNTR) and single nucleotide polymorphisms (SNPs) by using findings from recently published studies. It seems that in Caucasian males, the risk of developing ASD increase with the presence of 4- repeat allele in the promoter region of MAOA gene whereas no differences were found between autistic patients and controls in Egyptian, West Bengal and Korean population. Some studies point to the importance of specific haplotype groups of SNPs and interaction of MAOA with others genes (e. g. FOXP2 or SRY). The results of existing studies are insufficient and further research is needed.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Autism%20spectrum%20disorder" title="Autism spectrum disorder">Autism spectrum disorder</a>, <a href="https://publications.waset.org/search?q=MAOA" title=" MAOA"> MAOA</a>, <a href="https://publications.waset.org/search?q=uVNTR" title=" uVNTR"> uVNTR</a>, <a href="https://publications.waset.org/search?q=single%0D%0Anucleotide%20polymorphism." title=" single nucleotide polymorphism."> single nucleotide polymorphism.</a> </p> <a href="https://publications.waset.org/10000328/the-role-of-maoa-gene-in-the-etiology-of-autism-spectrum-disorder-in-males" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10000328/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10000328/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10000328/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10000328/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10000328/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10000328/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10000328/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10000328/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10000328/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10000328/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10000328.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">3440</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24</span> Addressing Oral Sensory Issues and Possible Remediation in Children with Autism Spectrum Disorders: Illustrated with a Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=A.%20K.%20Aswathy">A. K. Aswathy</a>, <a href="https://publications.waset.org/search?q=Asha%20Manoharan"> Asha Manoharan</a>, <a href="https://publications.waset.org/search?q=Arya%20Manoharan"> Arya Manoharan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study are to define the nature of oral sensory issues in children with autism spectrum disorder (ASD), identify important components of the assessment and treatment of this issues specific to this population, and delineate specific therapeutic techniques designed to improve assessment and treatment within therapeutic settings. Literature review and case example is used to define the predominant nature of the oral sensory issues that are experienced by some children on the autism spectrum. Characteristics of this complex disorder that can have an impact on feeding skill and behavior are also identified. These factors are then integrated to create assessment and intervention techniques that can be used in conjunction with traditional feeding approaches to facilitate improvements in eating as well as reducing oral apraxic component in this unique population. The complex nature of ASD and its many influences on feeding skills and behavior create the need for modification to both assessment and treatment approaches. Additional research is needed to create therapeutic protocols that can be used by speech-language pathologists to effectively assess and treat feeding and oro motor apraxic difficulties that are commonly encountered in children with ASD. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Autism" title="Autism">Autism</a>, <a href="https://publications.waset.org/search?q=feeding" title=" feeding"> feeding</a>, <a href="https://publications.waset.org/search?q=intervention" title=" intervention"> intervention</a>, <a href="https://publications.waset.org/search?q=oral%20sensory%20issues" title=" oral sensory issues"> oral sensory issues</a>, <a href="https://publications.waset.org/search?q=oral%20apraxia." title=" oral apraxia. "> oral apraxia. </a> </p> <a href="https://publications.waset.org/10005321/addressing-oral-sensory-issues-and-possible-remediation-in-children-with-autism-spectrum-disorders-illustrated-with-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10005321/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10005321/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10005321/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10005321/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10005321/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10005321/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10005321/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10005321/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10005321/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10005321/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10005321.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2877</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">23</span> Teaching Math to Preschool Children with Autism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Hui%20Fang%20Huang%20Su">Hui Fang Huang Su</a>, <a href="https://publications.waset.org/search?q=Jia%20Borror"> Jia Borror</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This study compared two different interventions for math instruction among preschoolers with autism spectrum disorder (ASD). The first intervention, a combination of discrete trial teaching and Strategies for Teaching Based on Autism Research (STAR), was the regular math curriculum utilized at the preschool. The second activity-based, naturalistic intervention was Project Mind, also known as Math is Not Difficult. The curricular interventions were randomly assigned to four preschool classrooms with ASD students and implemented over three months for Project MIND. Measurements gained during the same three months for the STAR intervention were used. A quasi-experimental, pre-test/post-test design was selected to compare which intervention was the most effective in increasing mathematical knowledge and skills among preschoolers with ASD. Standardized pre and post-test instruments included the Bracken Basic Concept Scale-3 Receptive, the Applied Problems and Calculation subtests of the Woodcock-Johnson IV Tests of Achievement, and the TEMA 3: Test of Early Mathematics Ability – Third Edition. The STAR assessment is typically administered to all preschoolers at the study site three times per year, and those results were used in this study. We anticipated that the implementation of these two approaches would lead to improvement in the mathematical knowledge and skills of children with ASD. Still, it is essential to see whether a behavioral or naturalistic teaching approach leads to more significant results.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Autism" title="Autism">Autism</a>, <a href="https://publications.waset.org/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/search?q=preschool" title=" preschool"> preschool</a>, <a href="https://publications.waset.org/search?q=special%20education." title=" special education."> special education.</a> </p> <a href="https://publications.waset.org/10012660/teaching-math-to-preschool-children-with-autism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10012660/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10012660/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10012660/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10012660/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10012660/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10012660/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10012660/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10012660/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10012660/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10012660/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10012660.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">888</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22</span> Using Machine Learning Techniques for Autism Spectrum Disorder Analysis and Detection in Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Norah%20Alshahrani">Norah Alshahrani</a>, <a href="https://publications.waset.org/search?q=Abdulaziz%20Almaleh"> Abdulaziz Almaleh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Autism Spectrum Disorder (ASD) is a condition related to issues with brain development that affects how a person recognises and communicates with others which results in difficulties with interaction and communication socially and it is constantly growing. Early recognition of ASD allows children to lead safe and healthy lives and helps doctors with accurate diagnoses and management of conditions. Therefore, it is crucial to develop a method that will achieve good results and with high accuracy for the measurement of ASD in children. In this paper, ASD datasets of toddlers and children have been analyzed. We employed the following machine learning techniques to attempt to explore ASD: Random Forest (RF), Decision Tree (DT), Na¨ıve Bayes (NB) and Support Vector Machine (SVM). Then feature selection was used to provide fewer attributes from ASD datasets while preserving model performance. As a result, we found that the best result has been provided by SVM, achieving 0.98% in the toddler dataset and 0.99% in the children dataset.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Autism%20Spectrum%20Disorder" title="Autism Spectrum Disorder">Autism Spectrum Disorder</a>, <a href="https://publications.waset.org/search?q=ASD" title=" ASD"> ASD</a>, <a href="https://publications.waset.org/search?q=Machine%20Learning" title=" Machine Learning"> Machine Learning</a>, <a href="https://publications.waset.org/search?q=ML" title=" ML"> ML</a>, <a href="https://publications.waset.org/search?q=Feature%20Selection" title=" Feature Selection"> Feature Selection</a>, <a href="https://publications.waset.org/search?q=Support%20Vector%20Machine" title=" Support Vector Machine"> Support Vector Machine</a>, <a href="https://publications.waset.org/search?q=SVM." title=" SVM."> SVM.</a> </p> <a href="https://publications.waset.org/10012974/using-machine-learning-techniques-for-autism-spectrum-disorder-analysis-and-detection-in-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10012974/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10012974/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10012974/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10012974/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10012974/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10012974/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10012974/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10012974/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10012974/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10012974/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10012974.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">599</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">21</span> A Machine Learning-based Analysis of Autism Prevalence Rates across US States against Multiple Potential Explanatory Variables</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ronit%20Chakraborty">Ronit Chakraborty</a>, <a href="https://publications.waset.org/search?q=Sugata%20Banerji"> Sugata Banerji</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>There has been a marked increase in the reported prevalence of Autism Spectrum Disorder (ASD) among children in the US over the past two decades. This research has analyzed the growth in state-level ASD prevalence against 45 different potentially explanatory factors including socio-economic, demographic, healthcare, public policy and political factors. The goal was to understand if these factors have adequate predictive power in modeling the differential growth in ASD prevalence across various states, and, if they do, which factors are the most influential. The key findings of this study include (1) there is a confirmation that the chosen feature set has considerable power in predicting the growth in ASD prevalence, (2) the most influential predictive factors are identified, (3) given the nature of the most influential predictive variables, an indication that a considerable portion of the reported ASD prevalence differentials across states could be attributable to over and under diagnosis, and (4) Florida is identified as a key outlier state pointing to a potential under-diagnosis of ASD.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Autism%20Spectrum%20Disorder" title="Autism Spectrum Disorder">Autism Spectrum Disorder</a>, <a href="https://publications.waset.org/search?q=ASD" title=" ASD"> ASD</a>, <a href="https://publications.waset.org/search?q=clustering" title=" clustering"> clustering</a>, <a href="https://publications.waset.org/search?q=Machine%0D%0ALearning" title=" Machine Learning"> Machine Learning</a>, <a href="https://publications.waset.org/search?q=predictive%20modeling." title=" predictive modeling."> predictive modeling.</a> </p> <a href="https://publications.waset.org/10012908/a-machine-learning-based-analysis-of-autism-prevalence-rates-across-us-states-against-multiple-potential-explanatory-variables" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10012908/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10012908/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10012908/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10012908/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10012908/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10012908/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10012908/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10012908/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10012908/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10012908/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10012908.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">675</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">20</span> Stereotypical Motor Movement Recognition Using Microsoft Kinect with Artificial Neural Network</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=M.%20Jazouli">M. Jazouli</a>, <a href="https://publications.waset.org/search?q=S.%20Elhoufi"> S. Elhoufi</a>, <a href="https://publications.waset.org/search?q=A.%20Majda"> A. Majda</a>, <a href="https://publications.waset.org/search?q=A.%20Zarghili"> A. Zarghili</a>, <a href="https://publications.waset.org/search?q=R.%20Aalouane"> R. Aalouane</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Autism spectrum disorder is a complex developmental disability. It is defined by a certain set of behaviors. Persons with Autism Spectrum Disorders (ASD) frequently engage in stereotyped and repetitive motor movements. The objective of this article is to propose a method to automatically detect this unusual behavior. Our study provides a clinical tool which facilitates for doctors the diagnosis of ASD. We focus on automatic identification of five repetitive gestures among autistic children in real time: body rocking, hand flapping, fingers flapping, hand on the face and hands behind back. In this paper, we present a gesture recognition system for children with autism, which consists of three modules: model-based movement tracking, feature extraction, and gesture recognition using artificial neural network (ANN). The first one uses the Microsoft Kinect sensor, the second one chooses points of interest from the 3D skeleton to characterize the gestures, and the last one proposes a neural connectionist model to perform the supervised classification of data. The experimental results show that our system can achieve above 93.3% recognition rate.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=ASD" title="ASD">ASD</a>, <a href="https://publications.waset.org/search?q=stereotypical%20motor%20movements" title=" stereotypical motor movements"> stereotypical motor movements</a>, <a href="https://publications.waset.org/search?q=repetitive%20gesture" title=" repetitive gesture"> repetitive gesture</a>, <a href="https://publications.waset.org/search?q=kinect" title=" kinect"> kinect</a>, <a href="https://publications.waset.org/search?q=artificial%20neural%20network." title=" artificial neural network."> artificial neural network.</a> </p> <a href="https://publications.waset.org/10004750/stereotypical-motor-movement-recognition-using-microsoft-kinect-with-artificial-neural-network" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004750/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004750/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004750/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004750/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004750/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004750/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004750/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004750/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004750/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004750/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004750.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1906</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19</span> Association of Sensory Processing and Cognitive Deficits in Children with Autism Spectrum Disorders – Pioneer Study in Saudi Arabia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Rana%20M.%20Zeina">Rana M. Zeina</a>, <a href="https://publications.waset.org/search?q=Laila%20AL-Ayadhi"> Laila AL-Ayadhi</a>, <a href="https://publications.waset.org/search?q=Shahid%20Bashir"> Shahid Bashir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The association between sensory problems and cognitive abilities has been studied in individuals with Autism Spectrum Disorders (ASDs). In this study, we used a Neuropsychological Test to evaluate memory and attention in ASDs children with sensory problems compared to the ASDs children without sensory problems. Four visual memory tests of Cambridge Neuropsychological Test Automated Battery (CANTAB) including Big/little circle (BLC), Simple Reaction Time (SRT) Intra /Extra dimensional set shift (IED), Spatial recognition memory (SRM), were administered to 14 ASDs children with sensory problems compared to 13 ASDs without sensory problems aged 3 to 12 with IQ of above 70. ASDs individuals with sensory problems performed worse than the ASDs group without sensory problems on comprehension, learning, reversal and simple reaction time tasks, and no significant difference between the two groups was recorded in terms of the visual memory and visual comprehension tasks. The findings of this study suggest that ASDs children with sensory problems are facing deficits in learning, comprehension, reversal, and speed of response to a stimulus.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Visual%20memory" title="Visual memory">Visual memory</a>, <a href="https://publications.waset.org/search?q=Attention" title=" Attention"> Attention</a>, <a href="https://publications.waset.org/search?q=Autism%20Spectrum%20Disorders%20%28ASDs%29." title=" Autism Spectrum Disorders (ASDs)."> Autism Spectrum Disorders (ASDs).</a> </p> <a href="https://publications.waset.org/9998002/association-of-sensory-processing-and-cognitive-deficits-in-children-with-autism-spectrum-disorders-pioneer-study-in-saudi-arabia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9998002/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9998002/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9998002/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9998002/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9998002/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9998002/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9998002/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9998002/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9998002/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9998002/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9998002.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2535</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18</span> Implicit Responses for Assessment of Autism Based on Natural Behaviors Obtained Inside Immersive Virtual Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=E.%20Olmos-Raya">E. Olmos-Raya</a>, <a href="https://publications.waset.org/search?q=A.%20Cascales%20Mart%C3%ADnez"> A. Cascales Martínez</a>, <a href="https://publications.waset.org/search?q=N.%20Minto%20de%20Sousa"> N. Minto de Sousa</a>, <a href="https://publications.waset.org/search?q=M.%20Alca%C3%B1iz%20Raya"> M. Alcañiz Raya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The late detection and subjectivity of the assessment of Autism Spectrum Disorder (ASD) imposed a difficulty for the children’s clinical and familiar environment. The results showed in this paper, are part of a research project about the assessment and training of social skills in children with ASD, whose overall goal is the use of virtual environments together with physiological measures in order to find a new model of objective ASD assessment based on implicit brain processes measures. In particular, this work tries to contribute by studying the differences and changes in the Skin Conductance Response (SCR) and Eye Tracking (ET) between a typical development group (TD group) and an ASD group (ASD group) after several combined stimuli using a low cost Immersive Virtual Environment (IVE). Subjects were exposed to a virtual environment that showed natural scenes that stimulated visual, auditory and olfactory perceptual system. By exposing them to the IVE, subjects showed natural behaviors while measuring SCR and ET. This study compared measures of subjects diagnosed with ASD (N = 18) with a control group of subjects with typical development (N=10) when exposed to three different conditions: only visual (V), visual and auditory (VA) and visual, auditory and olfactory (VAO) stimulation. Correlations between SCR and ET measures were also correlated with the Autism Diagnostic Observation Schedule (ADOS) test. SCR measures showed significant differences among the experimental condition between groups. The ASD group presented higher level of SCR while we did not find significant differences between groups regarding DF. We found high significant correlations among all the experimental conditions in SCR measures and the subscale of ADOS test of imagination and symbolic thinking. Regarding the correlation between ET measures and ADOS test, the results showed significant relationship between VA condition and communication scores.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Autism" title="Autism">Autism</a>, <a href="https://publications.waset.org/search?q=electrodermal%20activity" title=" electrodermal activity"> electrodermal activity</a>, <a href="https://publications.waset.org/search?q=eye%20tracking" title=" eye tracking"> eye tracking</a>, <a href="https://publications.waset.org/search?q=immersive%20virtual%20environment" title=" immersive virtual environment"> immersive virtual environment</a>, <a href="https://publications.waset.org/search?q=virtual%20reality." title=" virtual reality."> virtual reality.</a> </p> <a href="https://publications.waset.org/10009645/implicit-responses-for-assessment-of-autism-based-on-natural-behaviors-obtained-inside-immersive-virtual-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10009645/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10009645/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10009645/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10009645/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10009645/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10009645/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10009645/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10009645/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10009645/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10009645/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10009645.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">809</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17</span> Identifying Autism Spectrum Disorder Using Optimization-Based Clustering</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sharifah%20Mousli">Sharifah Mousli</a>, <a href="https://publications.waset.org/search?q=Sona%20Taheri"> Sona Taheri</a>, <a href="https://publications.waset.org/search?q=Jiayuan%20He"> Jiayuan He</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Autism spectrum disorder (ASD) is a complex developmental condition involving persistent difficulties with social communication, restricted interests, and repetitive behavior. The challenges associated with ASD can interfere with an affected individual’s ability to function in social, academic, and employment settings. Although there is no effective medication known to treat ASD, to our best knowledge, early intervention can significantly improve an affected individual’s overall development. Hence, an accurate diagnosis of ASD at an early phase is essential. The use of machine learning approaches improves and speeds up the diagnosis of ASD. In this paper, we focus on the application of unsupervised clustering methods in ASD, as a large volume of ASD data generated through hospitals, therapy centers, and mobile applications has no pre-existing labels. We conduct a comparative analysis using seven clustering approaches, such as K-means, agglomerative hierarchical, model-based, fuzzy-C-means, affinity propagation, self organizing maps, linear vector quantisation – as well as the recently developed optimization-based clustering (COMSEP-Clust) approach. We evaluate the performances of the clustering methods extensively on real-world ASD datasets encompassing different age groups: toddlers, children, adolescents, and adults. Our experimental results suggest that the COMSEP-Clust approach outperforms the other seven methods in recognizing ASD with well-separated clusters.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Autism%20spectrum%20disorder" title="Autism spectrum disorder">Autism spectrum disorder</a>, <a href="https://publications.waset.org/search?q=clustering" title=" clustering"> clustering</a>, <a href="https://publications.waset.org/search?q=optimization" title=" optimization"> optimization</a>, <a href="https://publications.waset.org/search?q=unsupervised%20machine%20learning." title=" unsupervised machine learning."> unsupervised machine learning.</a> </p> <a href="https://publications.waset.org/10013496/identifying-autism-spectrum-disorder-using-optimization-based-clustering" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013496/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013496/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013496/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013496/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013496/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013496/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013496/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013496/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013496/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013496/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013496.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">420</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16</span> Underivatized Amino Acid Analyses Using Liquid Chromatography-Tandem Mass Spectrometry in Scalp Hair of Children with Autism Spectrum Disorder</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ayat%20Bani%20Rashaid">Ayat Bani Rashaid</a>, <a href="https://publications.waset.org/search?q=Zain%20Khasawneh"> Zain Khasawneh</a>, <a href="https://publications.waset.org/search?q=Mazin%20Alqhazo"> Mazin Alqhazo</a>, <a href="https://publications.waset.org/search?q=Shreen%20Nusair"> Shreen Nusair</a>, <a href="https://publications.waset.org/search?q=Mohammad%20El-Khateeb"> Mohammad El-Khateeb</a>, <a href="https://publications.waset.org/search?q=Mahmoud%20Bashtawi"> Mahmoud Bashtawi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Autism Spectrum disorder (ASD) is a psychiatric disorder with unknown etiology that mainly affects children in the first three years of life. Alterations of amino acid levels are believed to contribute to ASD. The levels of six essential amino acids (methionine, histidine, valine, leucine, threonine, and phenylalanine), five conditional amino acids (proline, tyrosine, glutamine, cysteine, and cystine), and five non-essential amino acids (asparagine, aspartic acid, alanine, serine, and glutamic acid) in hair samples of children with ASD (n = 25) were analyzed and compared to corresponding levels in healthy age-matched controls (n = 25). The results showed that the levels of methionine, alanine, and asparagine were significantly lower in the hair samples of ASD group compared to those of the control group (p ≤ 0.05). However, the levels of glutamic acid were significantly higher in the ASD group than the control group (p ≤ 0.05). The current findings could contribute towards further understanding of ASD etiology and provide specialists with a hair amino acid profile utilized as a biomarker for early diagnosis of ASD. Such biomarkers could participate in future developments of therapies that reduce ASD-related symptoms.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Autism%20spectrum%20disorder" title="Autism spectrum disorder">Autism spectrum disorder</a>, <a href="https://publications.waset.org/search?q=amino%20acids" title=" amino acids"> amino acids</a>, <a href="https://publications.waset.org/search?q=liquid%20chromatography-tandem%20mass%20spectrometry" title=" liquid chromatography-tandem mass spectrometry"> liquid chromatography-tandem mass spectrometry</a>, <a href="https://publications.waset.org/search?q=human%20hair." title=" human hair."> human hair.</a> </p> <a href="https://publications.waset.org/10011868/underivatized-amino-acid-analyses-using-liquid-chromatography-tandem-mass-spectrometry-in-scalp-hair-of-children-with-autism-spectrum-disorder" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011868/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011868/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011868/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011868/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011868/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011868/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011868/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011868/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011868/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011868/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011868.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">666</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15</span> A Robotic “Puppet Master” Application to ASD Therapeutic Support</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sophie%20Sakka">Sophie Sakka</a>, <a href="https://publications.waset.org/search?q=R%C3%A9nald%20Gaboriau"> Rénald Gaboriau</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper describes a preliminary work aimed at setting a therapeutic support for autistic teenagers using three humanoid robots NAO shared by ASD (Autism Spectrum Disorder) subjects. The studied population had attended successfully a first year program, and were observed with a second year program using the robots. This paper focuses on the content and the effects of the second year program. The approach is based on a master puppet concept: the subjects program the robots, and use them as an extension for communication. Twenty sessions were organized, alternating ten preparatory sessions and ten robotics programming sessions. During the preparatory sessions, the subjects write a story to be played by the robots. During the robot programming sessions, the subjects program the motions to be realized to make the robot tell the story. The program was concluded by a public performance. The experiment involves five ASD teenagers aged 12-15, who had all attended the first year robotics training. As a result, a progress in voluntary and organized communication skills of the five subjects was observed, leading to improvements in social organization, focus, voluntary communication, programming, reading and writing abilities. The changes observed in the subjects general behavior took place in a short time, and could be observed from one robotics session to the next one. The approach allowed the subjects to draw the limits of their body with respect to the environment, and therefore helped them confronting the world with less anxiety. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Autism%20spectrum%20disorder" title="Autism spectrum disorder">Autism spectrum disorder</a>, <a href="https://publications.waset.org/search?q=robot" title=" robot"> robot</a>, <a href="https://publications.waset.org/search?q=therapeutic%20support" title=" therapeutic support"> therapeutic support</a>, <a href="https://publications.waset.org/search?q=rob%E2%80%99autism." title=" rob’autism."> rob’autism.</a> </p> <a href="https://publications.waset.org/10007990/a-robotic-puppet-master-application-to-asd-therapeutic-support" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10007990/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10007990/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10007990/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10007990/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10007990/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10007990/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10007990/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10007990/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10007990/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10007990/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10007990.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">856</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14</span> Food for Thought: Preparing the Brain to Eat New Foods through “Messy” Play</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=L.%20Bernabeo">L. Bernabeo</a>, <a href="https://publications.waset.org/search?q=T.%20Loftus"> T. Loftus</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Many children often experience phases of picky eating, food aversions and/or avoidance. For families with children who have special needs, these experiences are often exacerbated, which can lead to feelings that negatively impact a caregiver’s relationship with their child. Within the scope of speech language pathology practice, knowledge of both emotional and feeding development is key. This paper will explore the significance of “messy play” within typical feeding development, and the challenges that may arise if a child does not have the opportunity to engage in this type of exploratory play. This paper will consider several contributing factors that can result in a “picky eater.” Further, research has shown that individuals with special needs, including autism, possess a neurological makeup that differs from that of a typical individual. Because autism is a disorder of relating and communicating due to differences in the limbic system, an individual with special needs may respond to a typical feeding experience as if it is a traumatic event. As a result, broadening one’s dietary repertoire may seem to be an insurmountable challenge. This paper suggests that introducing new foods through exploratory play can help broaden and strengthen diets, as well as improve the feeding experience, of individuals with autism. The DIRFloortimeⓇ methodology stresses the importance of following a child's lead. Within this developmental model, there is a special focus on a person’s individual differences, including the unique way they process the world around them, as well as the significance of therapy occurring within the context of a strong and motivating relationship. Using this child-centered approach, we can support our children in expanding their diets, while simultaneously building upon their cognitive and creative development through playful and respectful interactions that include exposure to foods that differ in color, texture, and smell. Further, this paper explores the importance of exploration, self-feeding and messy play on brain development, both in the context of typically developing individuals and those with disordered development.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Autism" title="Autism">Autism</a>, <a href="https://publications.waset.org/search?q=development" title=" development"> development</a>, <a href="https://publications.waset.org/search?q=exploration" title=" exploration"> exploration</a>, <a href="https://publications.waset.org/search?q=feeding" title=" feeding"> feeding</a>, <a href="https://publications.waset.org/search?q=play." title=" play."> play.</a> </p> <a href="https://publications.waset.org/10010994/food-for-thought-preparing-the-brain-to-eat-new-foods-through-messy-play" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10010994/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10010994/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10010994/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10010994/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10010994/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10010994/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10010994/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10010994/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10010994/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10010994/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10010994.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1577</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13</span> Autistic Children and Different Tense Forms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ameneh%20Zare">Ameneh Zare</a>, <a href="https://publications.waset.org/search?q=Shahin%20Nematzadeh"> Shahin Nematzadeh</a>, <a href="https://publications.waset.org/search?q=Shahla%20Raghibdoust"> Shahla Raghibdoust</a>, <a href="https://publications.waset.org/search?q=Iran%20Kalbassi"> Iran Kalbassi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Autism spectrum disorder is characterized by abnormalities in social communication, language abilities and repetitive behaviors. The present study focused on some grammatical deficits in autistic children. We evaluated the impairment of correct use of different Persian verb tenses in autistic children-s speech. Two standardized Language Test were administered then gathered data were analyzed. The main result of this study was significant difference between the mean scores of correct responses to present tense in comparison with past tense in Persian language. This study demonstrated that tense is severely impaired in autistic children-s speech. Our findings indicated those autistic children-s production of simple present/ past tense opposition to be better than production of future and past periphrastic forms (past perfect, present perfect, past progressive). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Autism" title="Autism">Autism</a>, <a href="https://publications.waset.org/search?q=Past" title=" Past"> Past</a>, <a href="https://publications.waset.org/search?q=Persian%20Language" title=" Persian Language"> Persian Language</a>, <a href="https://publications.waset.org/search?q=Present" title=" Present"> Present</a>, <a href="https://publications.waset.org/search?q=Tense" title=" Tense"> Tense</a> </p> <a href="https://publications.waset.org/2355/autistic-children-and-different-tense-forms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/2355/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a 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