LANA-I: An Arabic Conversational Intelligent Tutoring System for Children with ASD

© 2019, Springer Nature Switzerland AG. Children with Autism Spectrum Disorder (ASD) share certain difficulties but being autistic will affect them in different ways in terms of their level of intellectual ability. Children with high functioning autism or Asperger syndrome are very intelligent academically but they still have difficulties in social and communication skills. Many of these children are taught within mainstream schools but there is a shortage of specialised teachers to deal with their specific needs. One solution is to use a virtual tutor to supplement the education of children with ASD in mainstream schools. This paper describes research to develop a novel Arabic Conversational Intelligent Tutoring System, called LANA-I, for children with ASD that adapts to the Visual, Auditory and Kinaesthetic learning styles model (VAK) to enhance learning. This paper also proposes an evaluation methodology and describes an experimental evaluation of LANA-I. The evaluation was conducted with neurotypical children and indicated promising results with a statistically significant difference between user’s scores with and without adapting to learning style. Moreover, the results show that LANA-I is effective as an Arabic Conversational Agent (CA) with the majority of conversations leading to the goal of completing the tutorial and the majority of the correct responses (89%)

Application of biomedical informatics to chronic pediatric diseases: a systematic review

<p>Abstract</p> <p>Background</p> <p>Chronic diseases affect millions of children worldwide leading to substantial disease burden to the children and their families as well as escalating health care costs. The increasing trend in the prevalence of complex pediatric chronic diseases requires innovative and optimal delivery of care. Biomedical informatics applications play an important role in improving health outcomes while being cost-effective. However, their utility in pediatric chronic diseases has not been studied in a comprehensive and systematic way. The objective of this study was to conduct a systematic review of the effects of biomedical informatics applications in pediatric chronic diseases.</p> <p>Methods</p> <p>A comprehensive literature search was conducted using MEDLINE, the Cochrane Library and EMBASE databases from inception of each database to September 2008. We included studies of any methodological type and any language that applied biomedical informatics to chronic conditions in children and adolescents 18 years of age or younger. Two independent reviewers carried out study selection and data extraction. Quality assessment was performed using a study design evaluation instrument to appraise the strength of the studies and their methodological adequacy. Because of heterogeneity in the conditions and outcomes we studied, a formal meta-analysis was not performed.</p> <p>Results</p> <p>Based on our search strategy, 655 titles and abstracts were reviewed. From this set we identified 27 relevant articles that met our inclusion criteria. The results from these studies indicated that biomedical informatics applications have favourable clinical and patient outcomes including, but not limited to, reduced number of emergency room visits, improved knowledge on disease management, and enhanced satisfaction. Seventy percent of reviewed papers were published after year 2000, 89% of users were patients and 11% were either providers or caregivers. The majority (96%) of the selected studies reported improved outcomes.</p> <p>Conclusion</p> <p>Published studies suggested positive impacts of informatics predominantly in pediatric asthma. As electronic tools become more widely adopted, there will be opportunities to improve patient care in a wide range of chronic illnesses through informatics solutions.</p

The Physiology of Vasodilatation

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/68237/2/10.1177_000331976101200602.pd

Designing for interaction immediacy to enhance social skills of children with autism

Children with Autism Spectrum Disorder often require therapeutic interventions to support engagement in effective social interactions. In this paper, we present the results of a study conducted in three public schools that use an educational and behavioral intervention for the instruction of social skills in changing situational contexts. The results of this study led to the concept of interaction immediacy to help children maintain appropriate spatial boundaries, reply to conversation initiators, disengage appropriately at the end of an interaction, and identify potential communication partners. We describe design principles for Ubicomp technologies to support interaction immediacy and present an example design. The contribution of this work is twofold. First, we present an understanding of social skills in mobile and dynamic contexts. Second, we introduce the concept of interaction immediacy and show its effectiveness as a guiding principle for the design of Ubicomp applications

Behavioural and Developmental Interventions for Autism Spectrum Disorder: A Clinical Systematic Review

Background: Much controversy exists regarding the clinical efficacy of behavioural and developmental interventions for improving the core symptoms of autism spectrum disorders (ASD). We conducted a systematic review to summarize the evidence on the effectiveness of behavioural and developmental interventions for ASD. Methods and Findings: Comprehensive searches were conducted in 22 electronic databases through May 2007. Further information was obtained through hand searching journals, searching reference lists, databases of theses and dissertations, and contacting experts in the field. Experimental and observational analytic studies were included if they were written in English and reported the efficacy of any behavioural or developmental intervention for individuals with ASD. Two independent reviewers made the final study selection, extracted data, and reached consensus on study quality. Results were summarized descriptively and, where possible, meta-analyses of the study results were conducted. One-hundred-and-one studies at predominantly high risk of bias that reported inconsistent results across various interventions were included in the review. Meta-analyses of three controlled clinical trials showed that Lovaas treatment was superior to special education on measures of adaptive behaviour, communication and interaction, comprehensive language, daily living skills, expressive language, overall intellectual functioning and socialization. High-intensity Lovaas was superior to low-intensity Lovaas on measures of intellectual functioning in two retrospective cohort studies. Pooling the results of two randomized controlle

Teaching conversational skills to children with autism: Effect on the development of a theory of mind

10.1023/A:1005639427185Journal of Autism and Developmental Disorders306569-583JADD

Training parents of autistic children in Singapore

International Journal of Rehabilitation Research15182-84IJRR

Coping behaviour of Singaporean families with childhood leukemia

Asian Pacific Journal of Social Work6143-6