Attention Measurement of an Autism Spectrum Disorder User Using EEG Signals: A Case Study
| Autor: | José Jaime Esqueda-Elizondo, Reyes Juárez-Ramírez, Oscar Roberto López-Bonilla, Enrique Efrén García-Guerrero, Gilberto Manuel Galindo-Aldana, Laura Jiménez-Beristáin, Alejandra Serrano-Trujillo, Esteban Tlelo-Cuautle, Everardo Inzunza-González |
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| Jazyk: | angličtina |
| Rok vydání: | 2022 |
| Předmět: | |
| Zdroj: | Mathematical and Computational Applications, Vol 27, Iss 2, p 21 (2022) |
| Druh dokumentu: | article |
| ISSN: | 2297-8747 1300-686X |
| DOI: | 10.3390/mca27020021 |
| Popis: | Autism Spectrum Disorder (ASD) is a neurodevelopmental life condition characterized by problems with social interaction, low verbal and non-verbal communication skills, and repetitive and restricted behavior. People with ASD usually have variable attention levels because they have hypersensitivity and large amounts of environmental information are a problem for them. Attention is a process that occurs at the cognitive level and allows us to orient ourselves towards relevant stimuli, ignoring those that are not, and act accordingly. This paper presents a methodology based on electroencephalographic (EEG) signals for attention measurement in a 13-year-old boy diagnosed with ASD. The EEG signals are acquired with an Epoc+ Brain–Computer Interface (BCI) via the Emotiv Pro platform while developing several learning activities and using Matlab 2019a for signal processing. For this article, we propose to use electrodes F3, F4, P7, and P8. Then, we calculate the band power spectrum density to detect the Theta Relative Power (TRP), Alpha Relative Power (ARP), Beta Relative Power (BRP), Theta–Beta Ratio (TBR), Theta–Alpha Ratio (TAR), and Theta/(Alpha+Beta), which are features related to attention detection and neurofeedback. We train and evaluate several machine learning (ML) models with these features. In this study, the multi-layer perceptron neural network model (MLP-NN) has the best performance, with an AUC of 0.9299, Cohen’s Kappa coefficient of 0.8597, Matthews correlation coefficient of 0.8602, and Hamming loss of 0.0701. These findings make it possible to develop better learning scenarios according to the person’s needs with ASD. Moreover, it makes it possible to obtain quantifiable information on their progress to reinforce the perception of the teacher or therapist. |
| Databáze: | Directory of Open Access Journals |
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