Bilikis Banire
Khalifa University
20 Papers
11 Citations
Bilikis Banire is an academic researcher from Khalifa University. The author has contributed to research in topics: Autism spectrum disorder & Autism. The author has an hindex of 4, co-authored 14 publications. Previous affiliations of Bilikis Banire include Information Technology University & Qatar Foundation.
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Papers
Face-Based Attention Recognition Model for Children with Autism Spectrum Disorder
Bilikis Banire,Dena Al Thani,Marwa Qaraqe,Bilal Mansoor +3 more
- 15 Jul 2021
TL;DR: The results show that the geometric feature transformation using an SVM classifier outperforms the CNN approach and attention detection is more generalizable within typically developing children than within ASD groups and within low-attention tasks than within high-att attention tasks.
Robotic Trains as an Educational and Therapeutic Tool for Autism Spectrum Disorder Intervention
Ahmad Yaser Alhaddad,Hifza Javed,Olcay Connor,Bilikis Banire,Dena Al Thani,John-John Cabibihan +5 more
- 18 Apr 2018
TL;DR: Results show that trains represent an appealing platform to a wider range of children with ASD and that simple features that can be easily incorporated into trains play a significant role in the interactions and could serve as reward mechanism.
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Impact of mainstream classroom setting on attention of children with autism spectrum disorder: an eye-tracking study
TL;DR: The results showed that classroom settings can influence attentional patterns and the academic performance of children with ASD, but with significantly lower performance scores and SFC on the target AOI.
Visual Hybrid Development Learning System (VHDLS) Framework for Children with Autism
TL;DR: The results from this study showed that the attention of children with autism increased more with the proposed VHDLS framework.
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The Effects of Visual Stimuli on Attention in Children With Autism Spectrum Disorder: An Eye-Tracking Study
TL;DR: In this article, the effect of social and nonsocial visual stimuli on the attention of children with ASD and typically developing (TD) children in a simulated virtual classroom was explored, and it was found that children with autism spectrum disorder (ASD) pay significantly greater attention to target stimuli than children with typical development.