Artificial agents that support human group interactions hold great promise, especially in sensitive contexts such as well-being promotion and therapeutic interventions. However, current systems struggle to mediate group interactions involving people who are not neurotypical. This limitation arises because most AI detection models (e.g., for turn-taking) are trained on data from neurotypical populations. This work takes a step toward inclusive AI by addressing the challenge of eye contact detection, a core component of non-verbal communication, with and for people with Intellectual and Developmental Disabilities. First, we introduce a new dataset, Multi-party Interaction with Intellectual and Developmental Disabilities (MIDD), capturing atypical gaze and engagement patterns. Second, we present the results of a comparative analysis with neurotypical datasets, highlighting differences in class imbalance, speaking activity, gaze distribution, and interaction dynamics. Then, we evaluate classifiers ranging from SVMs to FSFNet, showing that fine-tuning on MIDD improves performance, though notable limitations remain. Finally, we present the insights gathered through a focus group with six
This scientometric study analyzes Avian Influenza research from 2014 to 2023 using bibliographic data from the Web of Science database. We examined publication trends, sources, authorship, collaborative networks, document types, and geographical distribution to gain insights into the global research landscape. Results reveal a steady increase in publications, with high contributions from Chinese and American institutions. Journals such as PLoS One and the Journal of Virology published the highest number of studies, indicating their influence in this field. The most prolific institutions include the Chinese Academy of Sciences and the University of Hong Kong, while the College of Veterinary Medicine at South China Agricultural University emerged as the most productive department. China and the USA lead in publication volume, though developed nations like the United Kingdom and Germany exhibit a higher rate of international collaboration. "Articles" are the most common document type, constituting 84.6% of the total, while "Reviews" account for 7.6%. This study provides a comprehensive view of global trends in Avian Influenza research, emphasizing the need for collaborative efforts ac
This review synthesizes the nascent but critical field of developmental interpretability for Large Language Models. We chart the field's evolution from static, post-hoc analysis of trained models to a dynamic investigation of the training process itself. We begin by surveying the foundational methodologies, including representational probing, causal tracing, and circuit analysis, that enable researchers to deconstruct the learning process. The core of this review examines the developmental arc of LLM capabilities, detailing key findings on the formation and composition of computational circuits, the biphasic nature of knowledge acquisition, the transient dynamics of learning strategies like in-context learning, and the phenomenon of emergent abilities as phase transitions in training. We explore illuminating parallels with human cognitive and linguistic development, which provide valuable conceptual frameworks for understanding LLM learning. Finally, we argue that this developmental perspective is not merely an academic exercise but a cornerstone of proactive AI safety, offering a pathway to predict, monitor, and align the processes by which models acquire their capabilities. We co
Manner and result verbs encode different aspects of event structure and have been discussed in developmental work as a potentially informative distinction for studying early verb learning. However, this distinction remains difficult to measure at scale because large annotated resources for manner and result classification are not currently available. We present a computational approach for identifying manner and result verbs in sentence context. Using linguistically informed prompts, we generate sentence-level annotations with large language models over data drawn from MASC and InterCorp, extending coverage from previously annotated portions of VerbNet to 436 classes. We then train a RoBERTa-based classifier on these annotations and evaluate it on three held-out gold-standard datasets, including previously annotated items and a new expert-annotated set. Across these evaluations, the model shows promising performance, with average accuracy up to 89.6%. We present this work as a scalable measurement tool that can support future research on verb semantics in developmental and other language datasets, while noting that further validation is needed for borderline cases, mixed manner/res
Individuals with Intellectual and Developmental Disabilities (IDD) have unique needs and challenges when working with data. While visualization aims to make data more accessible to a broad audience, our understanding of how to design cognitively accessible visualizations remains limited. In this study, we engaged 20 participants with IDD as co-designers to explore how they approach and visualize data. Our preliminary investigation paired four participants as data pen-pals in a six-week online asynchronous participatory design workshop. In response to the observed conceptual, technological, and emotional struggles with data, we subsequently organized a two-day in-person co-design workshop with 16 participants to further understand relevant visualization authoring and sensemaking strategies. Reflecting on how participants engaged with and represented data, we propose two strategies for cognitively accessible data visualizations: transforming numbers into narratives and blending data design with everyday aesthetics. Our findings emphasize the importance of involving individuals with IDD in the design process, demonstrating their capacity for data analysis and expression, and underscor
Despite the rise in affordable eXtended Reality (XR) technologies, accessibility still remains a key concern, often excluding people with disabilities from accessing these immersive XR platforms. Consequently, there has been a notable surge in HCI research on creating accessible XR solutions (also known as, assistive XR). This increased focus in assistive XR research is also reflected in the number of research and innovative solutions submitted at the ACM Conference on Accessible Computing (ASSETS), with an aim to make XR experiences inclusive for disabled communities. However, till date, there is little to no work that provides a comprehensive overview of state-of-the-art research in assistive XR for disability at ACM ASSETS, a premier conference dedicated for research in HCI for people with disabilities. This study aims to fill this research gap by conducting a scoping review of literature delineating the key focus areas, research methods, statistical and temporal trends in XR research for disability at ACM ASSETS (2019-2023). From a pool of 1595 articles submitted to ASSETS, 26 articles are identified that specifically focus on XR research for disability. Through a detailed anal
Demographic data collection is essential in education research, as demographic data allows researchers to better describe the participant population they study and to contextualize findings. However, current research practices for neurodiversity demographics often rely on prescriptive methods (e.g., requiring participants to report official diagnoses) rather than allowing participants to self-identify. This approach can: a) not allow participants to express their intersecting identities in ways that are authentic; and b) limit trustworthiness and reliability of the data and interpretation. In addition, inconsistent dissemination and representation of demographic data across studies hinder the accessibility and usability of this work. Through a literature review of neurodivergent student experiences with learning and performing STEM, we identified widespread discrepancies in how demographic information is collected and reported. This paper explores how neurodivergent identities can be more accurately and inclusively represented in education research. We present findings of a thematic analysis on the ways neurodivergent demographic data collection is done in the literature using data
Data has transformative potential to empower people with Intellectual and Developmental Disabilities (IDD). However, conventional data visualizations often rely on complex cognitive processes, and existing approaches for day-to-day analysis scenarios fail to consider neurodivergent capabilities, creating barriers for people with IDD to access data and leading to even further marginalization. We argue that visualizations could be an equalizer for people with IDD to participate in data-driven conversations. Drawing on preliminary research findings and our experiences working with people with IDD and their data, we introduce and expand on the concept of cognitively accessible visualizations, unpack its meaning and roles in increasing IDD individuals' access to data, and discuss two immediate research objectives. Specifically, we argue that cognitively accessible visualizations should support people with IDD in personal data storytelling for effective self-advocacy and self-expression, and balance novelty and familiarity in data design to accommodate cognitive diversity and promote inclusivity.
As labor shortage is rising at an alarming rate, it is imperative to enable all people to work, particularly people with disabilities and elderly people. Robots are often used as universal tool to assist people with disabilities. However, for such human-robot workstations universal design fails. We mitigate the challenges of selecting an individualized set of input and output devices by matching devices required by the work process and individual disabilities adhering to the Convention on the Rights of Persons with Disabilities passed by the United Nations. The objective is to facilitate economically viable workstations with just the required devices, hence, lowering overall cost of corporate inclusion and during redesign of workplaces. Our work focuses on developing an efficient approach to filter input and output devices based on a person's disabilities, resulting in a tailored list of usable devices. The methodology enables an automated assessment of devices compatible with specific disabilities defined in International Classification of Functioning, Disability and Health. In a mock-up, we showcase the synthesis of input and output devices from disabilities, thereby providing a
Despite the growing recognition of the importance of inclusive transportation policies nationwide, there is still a gap, as the existing transportation models often fail to capture the unique travel behavior of people with disabilities. This research study focuses on understanding the mode choice behavior of individuals with travel-limited disabilities and comparing the group with no such disability. The study identified key factors influencing mode preferences for both groups by utilizing Utah's household travel survey, simulation algorithm and Multinomial Logit model. Explanatory variables include household and socio-demographic attributes, personal, trip characteristics, and built environment variables. The analysis revealed intriguing trends, including a shift towards carpooling among disabled individuals. People with disabilities placed less emphasis on travel time saving. A lower value of travel time for people with disabilities is potentially due to factors like part-time work, reduced transit fare, and no or shared cost for carpooling. Despite a 50% fare reduction for the disabled group, transit accessibility remains a significant barrier in their choice of Transit mode. In
This paper presents a scientometric analysis of research output from the University of Lagos, focusing on the two decades spanning 2004 to 2023. Using bibliometric data retrieved from the Web of Science, we examine trends in publication volume, collaboration patterns, citation impact, and the most prolific authors, departments, and research domains at the university. The study reveals a consistent increase in research productivity, with the highest publication output recorded in 2023. Health Sciences, Engineering, and Social Sciences are identified as dominant fields, reflecting the university's interdisciplinary research strengths. Collaborative efforts, both locally and internationally, show a positive correlation with higher citation impact, with the United States and the United Kingdom being the leading international collaborators. Notably, open-access publications account for a significant portion of the university's research output, enhancing visibility and citation rates. The findings offer valuable insights into the university's research performance over the past two decades, providing a foundation for strategic planning and policy formulation to foster research excellence
As Engineering Education Research (EER) develops as a discipline it is necessary for EER scholars to contribute to the development of learning theory rather than simply being informed by it. It has been suggested that to do this effectively will require partnerships between Engineering scholars and psychologists, education researchers, including other social scientists. The formation of such partnerships is particularly important when considering the introduction of business-related skills into engineering curriculum designed to prepare 21st Century Engineering Students for workplace challenges. In order to encourage scholars beyond Engineering to engage with EER, it is necessary to provide an introduction to the complexities of EER. With this aim in mind, this paper provides an outline review of what is considered rigorous research from an EER perspective as well as highlighting some of the core methodological traditions of EER. The paper aims to facilitate further discussion between EER scholars and researchers from other disciplines, ultimately leading to future collaboration on innovative and rigorous EER.
Autism spectrum disorder is a developmental disorder characterized by significant social, communication, and behavioral challenges. Individuals diagnosed with autism, intellectual, and developmental disabilities (AUIDD) typically require long-term care and targeted treatment and teaching. Effective treatment of AUIDD relies on efficient and careful behavioral observations done by trained applied behavioral analysts (ABAs). However, this process overburdens ABAs by requiring the clinicians to collect and analyze data, identify the problem behaviors, conduct pattern analysis to categorize and predict categorical outcomes, hypothesize responsiveness to treatments, and detect the effects of treatment plans. Successful integration of digital technologies into clinical decision-making pipelines and the advancements in automated decision-making using Artificial Intelligence (AI) algorithms highlights the importance of augmenting teaching and treatments using novel algorithms and high-fidelity sensors. In this article, we present an AI-Augmented Learning and Applied Behavior Analytics (AI-ABA) platform to provide personalized treatment and learning plans to AUIDD individuals. By defining s
Students with disabilities are enrolling in postsecondary education in increasing numbers and in science, technology, engineering, and mathematics (STEM) at steady rates since the early 1990s. Specifically, in 2014, the National Center on Science and Engineering Statistics (NCSES) found that 10.5% of students enrolled in science and engineering degree programs identified with a disability. However, postsecondary faculty have been shown to be unprepared to support students with disabilities in their classes and popular, research-based introductory physics curricula do not adequately plan for variations in learners' needs, abilities, and interests. The purpose of this paper is to provide resources that instructors can use in their classes to promote accessibility and support all learners. In this paper we: 1) provide a brief review of the literature related to supporting students with disabilities in the context of physics; 2) describe a design framework intended to encourage development of curricula that support all learners; and 3) provide a list of resources that physics instructors can use to increase support for students with disabilities.
Social robots, also known as service or assistant robots, have been developed to improve the quality of human life in recent years. The design of socially capable and intelligent robots can vary, depending on the target user groups. In this work, we assess the effect of social robots' roles, functions, and communication approaches in the context of a social agent providing service or entertainment to users with developmental disabilities. In this paper, we describe an exploratory study of interface design for a social robot that assists people suffering from developmental disabilities. We developed series of prototypes and tested one in a user study that included three residents with various function levels. This entire study had been recorded for the following qualitative data analysis. Results show that each design factor played a different role in delivering information and in increasing engagement. We also note that some of the fundamental design principles that would work for ordinary users did not apply to our target user group. We conclude that social robots could benefit our target users, and acknowledge that these robots were not suitable for certain scenarios based on the
According to the World Health Organization, the population of children with developmental delays constitutes approximately 6% to 9% of the total population. Based on the number of newborns in Huaibei, Anhui Province, China, in 2023 (94,420), it is estimated that there are about 7,500 cases (suspected cases of developmental delays) of suspicious cases annually. Early identification and appropriate early intervention for these children can significantly reduce the wastage of medical resources and societal costs. International research indicates that the optimal period for intervention in children with developmental delays is before the age of six, with the golden treatment period being before three and a half years of age. Studies have shown that children with developmental delays who receive early intervention exhibit significant improvement in symptoms; some may even fully recover. This research adopts a hybrid model combining a CNN-Transformer model with Case-Based Reasoning (CBR) to enhance the screening efficiency for children with developmental delays. The CNN-Transformer model is an excellent model for image feature extraction and recognition, effectively identifying features
Social robots, also known as service or assistant robots, have been developed to improve the quality of human life in recent years. Socially assistive robots (SAR) are a special type of social robots that focus on providing support through social interaction. The design of socially capable and intelligent robots can vary, depending on the target user groups. In this work, I assess the effect of socially assistive robots' roles, functions, and communication approaches in the context of a social agent providing service or companionship to users with developmental disabilities. In this thesis, I describe an exploratory study of interaction design for a socially assistive robot that supports people suffering from developmental disabilities. While exploring the impacts of visual elements to robot's visual interface and different aspects of robot's social dimension, I developed a series of prototypes and tested them through three user studies that included three residents with various function levels at a local group home for people with developmental disabilities. All user studies had been recorded for the following qualitative data analysis. Results show that each design factor played
Physics education researchers (PER) often analyze student data with single-level regression models (e.g., linear and logistic regression). However, education datasets can have hierarchical structures, such as students nested within courses, that single-level models fail to account for. The improper use of single-level models to analyze hierarchical datasets can lead to biased findings. Hierarchical models (a.k.a., multi-level models) account for this hierarchical nested structure in the data. In this publication, we outline the theoretical differences between how single-level and multi-level models handle hierarchical datasets. We then present analysis of a dataset from 112 introductory physics courses using both multiple linear regression and hierarchical linear modeling to illustrate the potential impact of using an inappropriate analytical method on PER findings and implications. Research can leverage multi-institutional datasets to improve the field's understanding of how to support student success in physics. There is no post hoc fix, however, if researchers use inappropriate single-level models to analyze multi-level datasets. To continue developing reliable and generalizable
Creating accessible Virtual Reality (VR) is an ongoing concern in the Human-Computer Interaction (HCI) research community. However, there is little reflection on how accessibility should be conceptualized in the context of an experiential technology. We address this gap in our work: We first explore how accessibility is currently defined, highlighting a growing recognition of the importance of equitable and enriching experiences. We then carry out a literature study (N=28) to examine how accessibility and its relationship with experience is currently conceptualized in VR research. Our results show that existing work seldom defines accessibility in the context of VR, and that barrier-centric research is prevalent. Likewise, we show that experience - e.g., that of presence or immersion - is rarely designed for or evaluated, while participant feedback suggests that it is relevant for disabled users of VR. On this basis, we contribute a working definition of VR accessibility that considers experience a necessary condition for equitable access, and discuss the need for future work to focus on experience in the same way as VR research addressing non-disabled persons does.
Rapid advance of experimental techniques provides an unprecedented in-depth view into complex developmental processes. Still, little is known on how the complexity of multicellular organisms evolved by elaborating developmental programs and inventing new cell types. A hurdle to understanding developmental evolution is the difficulty of even describing the intertwined network of spatiotemporal processes underlying the development of complex multicellular organisms. Nonetheless, an overview of developmental trajectories can be obtained from cell type lineage maps. Here, we propose that these lineage maps can also reveal how developmental programs evolve: the modes of evolving new cell types in an organism should be visible in its developmental trajectories, and therefore in the geometry of its cell type lineage map. This idea is demonstrated using a parsimonious generative model of developmental programs, which allows us to reliably survey the universe of all possible programs and examine their topological features. We find that, contrary to belief, tree-like lineage maps are rare and lineage maps of complex multicellular organisms are likely to be directed acyclic graphs where multi