AUTISM CONFERENCE


Autism Conference is one of the leading research topics in the international research conference domain. Autism is a conference track under the Psychology Conference which aims to bring together leading academic scientists, researchers and research scholars to exchange and share their experiences and research results on all aspects of Psychology.

internationalconference.net provides a premier interdisciplinary platform for researchers, practitioners and educators to present and discuss the most recent innovations, trends, and concerns as well as practical challenges encountered and solutions adopted in the fields of (Psychology).

Autism is not just a call for academic papers on the topic; it can also include a conference, event, symposium, scientific meeting, academic, or workshop.

You are welcome to SUBMIT your research paper or manuscript to Autism Conference Track will be held at “Psychology Conference in Paris, France in June 2019” - “Psychology Conference in London, United Kingdom in August 2019” - “Psychology Conference in New York, United States in October 2019” - “Psychology Conference in Rome, Italy in December 2019” - “Psychology Conference in London, United Kingdom in February 2020” - “Psychology Conference in Barcelona, Spain in April 2020” .

Autism is also a leading research topic on Google Scholar, Semantic Scholar, Zenedo, OpenAIRE, BASE, WorldCAT, Sherpa/RoMEO, Elsevier, Scopus, Web of Science.

INTERNATIONAL PSYCHOLOGY CONFERENCE

JUNE 26 - 27, 2019
PARIS, FRANCE

INTERNATIONAL PSYCHOLOGY CONFERENCE

AUGUST 21 - 22, 2019
LONDON, UNITED KINGDOM

  • Abstracts/Full-Text Paper Submission Deadline July 01, 2019
  • Notification of Acceptance/Rejection Deadline July 16, 2019
  • Final Paper and Early Bird Registration Deadline July 22, 2019
  • CONFERENCE CODE: 19PC08GB
  • One Time Submission Deadline Reminder

INTERNATIONAL PSYCHOLOGY CONFERENCE

OCTOBER 09 - 10, 2019
NEW YORK, UNITED STATES

  • Abstracts/Full-Text Paper Submission Deadline July 01, 2019
  • Notification of Acceptance/Rejection Deadline July 16, 2019
  • Final Paper and Early Bird Registration Deadline September 09, 2019
  • CONFERENCE CODE: 19PC10US
  • One Time Submission Deadline Reminder

INTERNATIONAL PSYCHOLOGY CONFERENCE

DECEMBER 11 - 12, 2019
ROME, ITALY

  • Abstracts/Full-Text Paper Submission Deadline July 01, 2019
  • Notification of Acceptance/Rejection Deadline July 16, 2019
  • Final Paper and Early Bird Registration Deadline November 12, 2019
  • CONFERENCE CODE: 19PC12IT
  • One Time Submission Deadline Reminder

INTERNATIONAL PSYCHOLOGY CONFERENCE

FEBRUARY 18 - 19, 2020
LONDON, UNITED KINGDOM

  • Abstracts/Full-Text Paper Submission Deadline July 01, 2019
  • Notification of Acceptance/Rejection Deadline July 16, 2019
  • Final Paper and Early Bird Registration Deadline January 16, 2020
  • CONFERENCE CODE: 20PC02GB
  • One Time Submission Deadline Reminder

INTERNATIONAL PSYCHOLOGY CONFERENCE

APRIL 15 - 16, 2020
BARCELONA, SPAIN

  • Abstracts/Full-Text Paper Submission Deadline July 01, 2019
  • Notification of Acceptance/Rejection Deadline July 16, 2019
  • Final Paper and Early Bird Registration Deadline March 16, 2020
  • CONFERENCE CODE: 20PC04ES
  • One Time Submission Deadline Reminder
FINISHED

INTERNATIONAL PSYCHOLOGY CONFERENCE

MARCH 19 - 20, 2019
ISTANBUL, TURKEY

Psychology Conference Call For Papers are listed below:

Previously Published Papers on "Autism Conference"

  • The Use of Music Therapy to Improve Non-Verbal Communication Skills for Children with Autism
    Authors: Maria Vinca Novenia, Keywords: Autism, non-verbal communication, microanalysis, music therapy, school-aged children. DOI:10.5281/zenodo.2643506 Abstract: 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.
  • Architecture and Students with Autism: Exploring Strategies for Their Inclusion in Society Mainstream
    Authors: Safaa Mahmoud Issa, Keywords: Architecture, inclusion, students with autism, mainstream society. DOI:10.5281/zenodo.1131876 Abstract: 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.
  • Checklist for Autism Spectrum Disorder as an In-class Observation Tool for Teachers
    Authors: W. Król-Gierat, Keywords: Autism Spectrum Disorders, case study, checklist, observation tool. DOI:10.5281/zenodo.1092611 Abstract: 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.
  • Talent in Autism: Cognitive Style based on Weak Central Coherence and Special Sensory Characteristics in State of Kuwait: Case Study
    Authors: Mariam Abdulaziz Y.Esmaeel, Keywords: Autism, Central Coherence, Savant, Sensory characteristics, Talent. DOI:10.5281/zenodo.1075485 Abstract: The study aimed to identify the nature of autistic talent, the manifestations of their weak central coherence, and their sensory characteristics. The case study consisted of four talented autistic males. Two of them in drawing, one in clay formation and one in jigsaw puzzle. Tools of data collection were Group Embedded Figures Test, Block Design Test, Sensory Profile Checklist Revised, Interview forms and direct observation. Results indicated that talent among autistics emerges in limited domain and being extraordinary for each case. Also overlapping construction properties. Indeed, they show three perceptual aspects of weak central coherence: The weak in visual spatial-constructional coherence, the weak in perceptual coherence and the weak in verbal – semantic coherence. Moreover, the majority of the study cases used the three strategies of weak central coherence (segmentation, obliqueness and rotation). As for the sensory characteristics, all study cases have numbers of that characteristics that especially emerges in the visual system.
  • Exploration of Autistic Children using Case Based Reasoning System with Cognitive Map
    Authors: Ebtehal Alawi Alsaggaf, Shehab A. Gamalel-Din, Keywords: Autism, Cognitive Maps (CM), Case Based Reasoning technique (CBR). DOI:10.5281/zenodo.1073575 Abstract: Exploring an autistic child in Elementary school is a difficult task that must be fully thought out and the teachers should be aware of the many challenges they face raising their child especially the behavioral problems of autistic children. Hence there arises a need for developing Artificial intelligence (AI) Contemporary Techniques to help diagnosis to discover autistic people. In this research, we suggest designing architecture of expert system that combine Cognitive Maps (CM) with Case Based Reasoning technique (CBR) in order to reduce time and costs of traditional diagnosis process for the early detection to discover autistic children. The teacher is supposed to enter child's information for analyzing by CM module. Then, the reasoning processor would translate the output into a case to be solved a current problem by CBR module. We will implement a prototype for the model as a proof of concept using java and MYSQL. This will be provided a new hybrid approach that will achieve new synergies and improve problem solving capabilities in AI. And we will predict that will reduce time, costs, the number of human errors and make expertise available to more people who want who want to serve autistic children and their families.
  • Emotion Classification for Students with Autism in Mathematics E-learning using Physiological and Facial Expression Measures
    Authors: Hui-Chuan Chu, Min-Ju Liao, Wei-Kai Cheng, William Wei-Jen Tsai, Yuh-Min Chen, Keywords: Emotion classification, Physiological and facial Expression measures, Students with autism, Mathematics e-learning. DOI:10.5281/zenodo.1072169 Abstract: 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.
  • Serious Game for Autism Children: Review of Literature
    Authors: Helmi Adly Mohd Noor, Faaizah Shahbodin, Naim Che Pee, Keywords: Serious Game, Autism, Education, Therapy DOI:10.5281/zenodo.1333272 Abstract: 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.
  • Autistic Children and Different Tense Forms
    Authors: Ameneh Zare, Shahin Nematzadeh, Shahla Raghibdoust, Iran Kalbassi, Keywords: Autism, Past, Persian Language, Present, Tense DOI:10.5281/zenodo.1057059 Abstract: 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).