Research at ADAPTA Lab

Zervogianni, V., Fletcher-Watson, S., Herrera, G. ...  Perez-Fuster, P. et al. (2023) A user-based information rating scale to evaluate the design of technology-based supports for autism. Univ Access Inf Soc. https://doi.org/10.1007/s10209-023-00995-y

Pérez-Fuster, P.; Herrera, G.; Kossyvaki, L.; Ferrer, A. (2022) Enhancing Joint Attention Skills in Children on the Autism Spectrum through an Augmented Reality Technology-Mediated Intervention. Children 2022, 9, 258. https://doi.org/10.3390/children9020258

Herrera, G., y Valdez, D. (2022) El tratamiento informativo del autismo y su repercusión en las oportunidades de inclusión educativa y social de las personas autistas. En Solves-Almela, J. y Sánchez-Castillo, S. (Eds.) Nuevos retos de la discapacidad y la comunicación en la sociedad del conocimiento. Editorial Tirant Lo Blanch. https://tirant.com/

Herrera, G. (2021)  Apoyos tecnológicos para personas con autismo. Del niño al adulto. En Valdez, D. (Ed.) Autismo. Intervenir desde el desarrollo. Editorial. A. Machado Libros 

Desideri, L.; Pérez-Fuster, P.; Herrera, G. (2021) Information and Communication Technologies to Support Early Screening of Autism Spectrum Disorder: A Systematic Review. Children 2021, 8, 93. https://doi.org/10.3390/children8020093

Scholle, P., Herrera, G., Sevilla, J., Brosnan, M. (2020) A preliminary investigation assessing the basic digital capabilities of minimally verbal children on the autism spectrum with intellectual disability.  Journal of Enabling Technologies, Vol. 14 No. 2, pp. 127-135. https://doi.org/10.1108/JET-06-2020-0025

Lopez-Herrejón, R.E., Poddar, O., Herrera, G., & Sevilla, J. (2020) Customization Support in Computer-Based Technologies for Autism: A Systematic Mapping Study. International Journal of Human Computer Interaction. https://doi.org/10.1080/10447318.2020.1731673

Zervogianni, V., Fletcher-Watson, S., Herrera, G., Goodwin, M., Triquell, E., Pérez-Fuster, P., Brosnan, M., & Grynszpan, O. (2020). A framework of evidence-based practice for digital support, co-developed with and for the autism community. Autism. https://doi.org/10.1177/1362361319898331

Pérez-Fuster, P., Sevilla, J., Herrera, G. (2019) Enhancing daily living skills in four adults with autism spectrum disorder through an embodied digital technology-mediated intervention. Research in Autism Spectrum Disorders, 58, pp. 54-67. DOI: 10.1016/j.rasd.2018.08.006

Herrera, G. Pérez-Fuster, P (2019) Evidence-Based Practices with Apps Directed at Core Autism, in Jordan, R, Roberts, JM and Hume;  The SAGE Handbook of Autism Education. SAGE Publishing

Sevilla, J., Zapater, J.J.S., Herrera, G. (2018). An ontology-based recommendation system for people with autism and technology apps: Ontology application for helping persons with autism. ACM International Conference Proceeding Series, art. no. a47, . DOI: 10.1145/3293614.3293630

Herrera, G., Sevilla, J., Vera, L., Portalés, C., Casas, S. (2018). On the development of VR and AR learning contents for children on the autism spectrum: From real requirements to virtual scenarios. Augmented Reality for Enhanced Learning Environments, pp. 106-141. DOI: 10.4018/978-1-5225-5243-7.ch005

Herrera, G., Pérez-Fuster, P. (2018) Pictogram room: A review of research on its effectiveness for Autism Spectrum Disorder [Pictogram Room: Son efficacité dans le trouble du spectre de l'autisme (TSA)] (2018) Enfance, 2018 (1), pp. 31-50. 

Sevilla, J., Samper, J.J., Herrera, G., Fernández, M. (2018) SMART-ASD, model and ontology definition: A technology recommendation system for people with autism and/or intellectual disabilities. International Journal of Metadata, Semantics and Ontologies, 13 (2), pp. 166-178. DOI: 10.1504/IJMSO.2018.098395

Sevilla, J., Vera, L., Herrera, G. & Fernández, M. (2018) FORHHSS-TEA, Support to the Individual Work System for People With Autism Spectrum Disorder Using Virtual and Augmented Reality. Proceedings of the 2018 Spanish Computer Graphics Conference (CEIG). The Eurographics Association. https://doi.org/10.2312/ceig.20181155

Pérez-Fuster, P. (2017). Enhancing skills in individuals with autism spectrum disorder through technology-mediated interventions . Doctoral dissertation: Universitat de València

Campillo, C., Herrera, G., Remírez De Ganuza, et al (2014) Using Tic-Tac software to reduce anxiety-related behaviour in adults with autism and learning difficulties during waiting periods: A pilot study. Autism, 18 (3), pp. 264-271. DOI: 10.1177/1362361312472067

Herrera, G., Casas, X., Sevilla, J., Rosa, L., Pardo, C., Plaza, J., ... & Le Groux, S. (2012). Pictogram room: Natural interaction technologies to aid in the development of children with autism. Annuary of Clinical and Health Psychology, 8(2012), 39-44.

Casas, X., Herrera, G., Coma, I., Fernández, M. (2012) A Kinect-based Augmented Reality system for individuals with autism spectrum disorders. GRAPP 2012 IVAPP 2012 - Proceedings of the International Conference on Computer Graphics Theory and Applications and International Conference on Information Visualization Theory and Applications, pp. 440-446. 

Vera, L., Herrera, G., Fernandez, M. (2012) Virtual reality as a tool to improve the quality of life of people with autism and learning difficulties. Virtual Reality, pp. 163-183. 

Herrera, G., Alcantud, F., Jordan, R., et al (2008) Development of symbolic play through the use of virtual reality tools in children with autistic spectrum disorders: Two case studies. Autism, 12 (2), pp. 143-157. DOI: 10.1177/1362361307086657

Sevilla, J., Herrera, G., Martínez, B., Alcantud, F. (2007) Web accessibility for individuals with cognitive deficits: A comparative study between an existing commercial Web and its cognitively accessible equivalent. ACM Transactions on Computer-Human Interaction, 14 (3), art. no. 12, . DOI: 10.1145/1279700.1279702

Vera, L., Campos, R., Herrera, G., Romero, C. (2007) Computer graphics applications in the education process of people with learning difficulties. Computers and Graphics (Pergamon), 31 (4), pp. 649-658. DOI: 10.1016/j.cag.2007.03.003

Herrera, G., Jordan, R., Veraa, L. (2006) Abstract concept and imagination teaching through Virtual Reality in people with Autism Spectrum Disorders. Technology and Disability, 18 (4), pp. 173-180. 

Herrera, G., Jordan, R., Vera, L. (2006). Agency and presence: A common dependence on subjectivity? Presence: Teleoperators and Virtual Environments, 15 (5), pp. 539-552. DOI: 10.1162/pres.15.5.539

Vera, L., Herrera, G., Vived, E. (2005) Virtual reality school for children with learning difficulties. ACM International Conference Proceeding Series, 265, pp. 338-341. DOI: 10.1145/1178477.1178541

Herrera, G., Labajo, G. (2004) Assessing B.A.Bar device as a tool for supporting labour integration of a severely affected person with autism who carries out classifying tasks. Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 3118, pp. 976-982. 

Herrera, G., Plasencia, A., Labajo, G., Jordan, R., De Pablo, C. (2004) Using 'ambient intelligence' for compensating intellectual difficulties of people with severe learning difficulties and/or autistic spectrum disorders. Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 3118, pp. 969-975. 

Alcantud, F., Herrera, G., Labajo, G., et al (2002) Assessing virtual reality as a tool for support. Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 2398, pp. 143-144. 

Books edited by members of Adapta Lab (translations from other languages):

Vivanti, G, Duncan, E, Dawson, Rogers, SJ (in press) Uso del Modelo Denver de atención temprana en la educación infantil.  Estrategias de intervención en grupo para niños pequeños con autismo. Autismo Ávila

Tomasello, M (2021) Lo que nos hace humanos. Una teoría de la ontogenia.  Dr Buk

Meirieu, P (2020) La réplica. Escuelas alternativas, neurociencias y métodos tradicionales: para acabar con los espejismos. Dr Buk

Valdez, D (2020) Contextos amigables con el autismo.  Hilos y colores de su entramado. Autismo Ávila

Ingersoll, B,  Dvortcsak, A (2020) Comunicación social para niños con autismo y otras dificultades del desarrollo. ImPACT: guía para familias. Autismo Ávila

Reddy, V, Mireault, G. (2020) El sentido del humor en los bebés. Perspectivas desde la psicología y el desarrollo. Dr Buk

Rogers, SJ, Dawson, G, Vismara, LA (2018) Atención temprana para su niña o niño con autismo. Cómo utilizar las actividades cotidianas para enseñar a los niños a conectar, comunicarse y aprender. Autismo Ávila

Feinstein, A (2016) Historia del autismo. Conversaciones con los pioneros. Autismo Ávila

Rogers, SJ y Dawson G (2015) Modelo Denver de atención temprana para niños pequeños con autismo. Estimulación del lenguaje, el aprendizaje y la motivación social. Autismo Ávila

Verpoorten, R, Noens I,  Berckelaer-Onnes, I (2014) Manual ComFor. Precursores de comunicación. Autismo Ávila

Jordan, R (2012) Autismo con Discapacidad Intelectual Grave. Guía para padres y profesionales. Autismo Ávila

Clercq, H (2012) El autismo desde dentro. Una guía. Autismo Ávila

Mesibov, G, y Howley, M (2010) El acceso al currículo para alumnos con TEA. Uso del programa TEACCH para favorecer la Inclusión. Autismo Ávila

Pring, L et al (2009) Autismo y discapacidad visual. Reflexiones, investigación e intervención educativa. Autismo Ávila

Peeters, T (2008) Autismo: de la comprensión teórica a la intervención educativa. Autismo Ávila

Bogdhashina, O (2007) Percepción sensorial en el autismo y síndrome de Asperger. Experiencias sensoriales diferentes, mundos perceptivos diferentes.  Autismo Ávila