Publications｜論文
Feasibility of One-Month Home-Based HRV Monitoring in ASD: A Case Study Using Smart Clothing Technology
Using a smart-clothing ECG, we evaluated the feasibility of one-month, home-based nocturnal HRV monitoring in a preschooler with ASD and linked nightly physiology with caregiver-reported behaviors. Beyond null prediction results, the study surfaces actionable HCI design constraints—tolerability, adherence, and end-to-end data pipelines—for long-term sensing systems in naturalistic pediatric care.
Teaching Hypothesis Testing Methods to Graduate and Undergraduate Students Using Equivalence-Based Instruction
Treating EBI as a modular micro-lesson pattern, we linked test names, contexts, distributions, graphs, and scenarios into equivalence classes, yielding near-ceiling post/maintenance performance and transfer to written tests. The results motivate low-touch onboarding in learning platforms where a few well-scaffolded interactions unlock derived knowledge at scale.
Measuring Gender Stereotypes Among Japanese University Students Using the Implicit Relational Assessment Procedure (IRAP): A Systematic Replication
Using the IRAP as a rapid, interaction-level measure, we quantified general gender stereotypes among Japanese university students, revealing robust stereotype-congruent responding. The findings inform bias-aware interface design and evaluation, where latency/accuracy signals can surface implicit attitudes without relying on self-report.
Establishing equivalence classes via intraverbal bidirectional naming: A replication
By showing that tact + intraverbal training (I-BiN) suffices for emergent equivalence, this study motivates scaffolded micro-lessons that convert minimal teaching moves into derived knowledge. Latency traces reveal when learners shift away from verbal mediation, informing adaptive fading in intelligent tutors.
言語症のある幼児の音声発話に対する随伴模倣の効果：ケーススタディ
幼児—大人の音声インタラクションで、大人による即時の模倣応答が子どもの行動指標を一貫して増加させることを示した。音声対話UIのフィードバックタイミングと形態に関する設計示唆を提供 (in Japanese).
Comparison of teaching methods for the emergence and maintenance of untaught relations in foreign language vocabulary acquisition: A systematic replication
This study examined how different foreign language teaching interactions shape emergent verbal relations, offering insights for designing technology-assisted learning systems that leverage behavioral principles.
絵本の読み聞かせにおける触覚提示による興味喚起
本研究は、絵本の読み聞かせにおいて触覚提示を導入することで子どもの興味を喚起する効果を検討し、Shared Hapticsを活用した児童向けインタラクションデザインの可能性を示す (in Japanese).
自閉スペクトラム症のある幼児・児童における提示する課題の種類数が課題従事行動の促進に及ぼす効果の比較
本研究は、自閉スペクトラム症のある幼児・児童を対象に、提示する課題の種類数が課題従事行動に与える効果を比較し、教育実践における課題設計の指針を提供する (in Japanese).
Assessment of Speech in Children and Adults With Selective Mutism: A Systematic Review
This systematic review synthesized methods for evaluating speech in children and adults with selective mutism (article in Japanese), offering insights for developing evidence-based tools and HCI systems that support assessment and intervention.
Can Facial Expressions Induce Haptic Perception?
Using the IRAP as a rapid, interaction-level measure, we quantified general gender stereotypes among Japanese university students, revealing robust stereotype-congruent responding. The findings inform bias-aware interface design and evaluation, where latency/accuracy signals can surface implicit attitudes without relying on self-report.
エージェントの表情変化により生起する力覚の評価
本研究は、エージェントの表情変化が触覚知覚に及ぼす影響を検討し、感情表出と力覚のクロスモーダルな関連を示すことでHCIおよびVRにおけるインタラクションデザインの示唆を提供する (in Japanese).
Developmental trajectories of challenging behaviors reported retrospectively by Japanese parents of adult children with intellectual disabilities
This study examined life stage differences in challenging behaviors among individuals with intellectual disabilities, highlighting developmental patterns that can inform the timing and design of technology-assisted interventions.
Response Interruption and Redirectionにスクリプトを付加した介入による自閉スペクトラム症児の独語行動の減少効果と保護者による適用可能性
本研究は、自閉スペクトラム症児の独語行動に対し、Response Interruption and Redirection (RIRD) にスクリプトを付加した介入の効果を検討し、保護者による適用可能性を示した (in Japanese).
Smiles as a Signal of Prosocial Behaviors Toward the Robot in the Therapeutic Setting for Children with Autism Spectrum Disorder
This study examined how children with ASD expressed prosocial behaviors toward a therapeutic robot, showing that smiles served as a key signal—offering insights for HCI and HRI systems that leverage affective cues to foster social engagement.
HandMorph: A Passive Exoskeleton that Miniaturizes Grasp
HandMorph introduces a passive exoskeleton that miniaturizes grasp, opening new design space for haptic embodiment and dexterous interaction in HCI.
Interest Arousal by Haptic Feedback During Storytelling for Kindergarten Children
We demonstrate that shared haptics embedded in storytelling can increase engagement in young children, suggesting design opportunities for playful, educational HCI.
Towards Modeling of Interpersonal Proximity Using Head-Mounted Camera for Children with ASD
A head-mounted vision approach to model interpersonal proximity in children with ASD, informing HCI for sensing and adapting to social space in real contexts.
CHIMELIGHT: Augmenting Instruments in Interactive Music Therapy for Children with Neurodevelopmental Disorders
CHIMELIGHT augments musical instruments to scaffold therapeutic interaction, illustrating how tangible interfaces can support social engagement in children with NDD.
Egocentric Smaller-Person Experience through a Change in Visual Perspective
We present an egocentric perspective-shift technique that induces a smaller-person experience, expanding design space for embodied interaction and empathy-oriented HCI.
Comparing Reinforcement Values of Facial Expressions: An Eye-Tracking Study
This study applied gaze-contingent reinforcement to evaluate how positive and negative facial expressions guide visual fixation, demonstrating eye tracking as a novel tool for quantifying the reward value of social stimuli.
遊び場面における広汎性発達障害幼児のポジティブな社会的行動に対するユーモアを含んだ介入パッケージの効果
本研究は、遊び場面において広汎性発達障害幼児に対し、ユーモアを含んだ介入パッケージを実施し、ポジティブな社会的行動を促進する効果を検討した (in Japanese).
Smiles of Children with ASD May Facilitate Helping Behaviors to the Robot
This paper shows how smiles of children with ASD can facilitate helping behaviors toward a robot, offering insights for designing socially assistive robotics in HCI.
身体性変換スーツによる小児体験における知覚・運動特性の評価
本研究は、身体性変換スーツを用いた小児体験における知覚・運動特性を評価し、HCIやVR領域における身体性インタラクション設計への示唆を提供する (in Japanese).
Effect of Sensory Feedback on Turn-Taking Using Paired Devices for Children with ASD
This study evaluated paired interactive devices that provided sensory feedback to support turn-taking in children with ASD, illustrating how multimodal technologies can foster social interaction within HCI-driven intervention designs.
FaceLooks: A Smart Headband for Signaling Face-to-Face Behavior
This study introduced FaceLooks, a wearable smart headband that detects and signals face-to-face interactions, highlighting opportunities for HCI systems to monitor and enhance social engagement in real-world contexts.
Modeling and Quantitative Measurement Method of the Tripartite Interpersonal Distance Dynamics for Children with ASD
We propose a quantitative model for tripartite interpersonal distance dynamics in children with ASD, informing HCI and assistive technologies that sense and adapt to social spacing.
Visualizing Gaze Direction to Support Video Coding of Social Attention for Children with Autism Spectrum Disorder
This work presents a visualization system of gaze direction to support video coding of social attention in children with ASD, bridging computer vision and HCI for behavioral analysis.
ASD児を対象とする対人距離の時間変化モデルとその応用
本研究は、自閉スペクトラム症児を対象に対人距離の時間変化モデルを構築し、その応用可能性を検討した。HCIや支援技術開発において対人空間の定量化とデザインへの示唆を提供する (in Japanese).
複数人による双方向の対面行動を計量する頭部装着型デバイス
本研究は、複数人の対面行動を計測するための頭部装着型デバイスを開発し、双方向的な社会的インタラクションの定量化を可能にした。HCIや行動センシング技術の発展に向けた実践的示唆を提供する (in Japanese).
Modeling of the Chasing Behaviors for Developmental Program of Children with Autism Spectrum Disorders
We modeled chasing behaviors in children with ASD for developmental programs, providing design insights for interactive systems that simulate and scaffold social play.
Facilitating Social Play for Children with PDDs: Effects of Paired Robotic Devices
This study explored robotic feedback (light and vibration) as a method to support social play in children with ASD, highlighting the potential of COLOLO devices for technology-assisted intervention.
Prefrontal Function Engaging in External-Focused Attention in 5–6-Month-Old Infants: A Comparison With Self-Focused Attention
Using fNIRS with 5–6-month-old infants, this study compared prefrontal activation during external- versus self-focused attention, offering insights for HCI on how early attentional mechanisms shape human interaction design.
An Approach to Facilitate Turn-Taking Behavior with Paired Devices for Children with Autism Spectrum Disorder
This paper introduces paired interactive devices designed to facilitate turn-taking in children with ASD, demonstrating how tangible interfaces can support reciprocal social interaction in HCI contexts.
Interpersonal Distance and Face-to-Face Behavior During the Therapeutic Activities for Children with ASD
We analyzed interpersonal distance and face-to-face behavior in therapeutic settings for children with ASD, providing design insights for HCI systems that sense and adapt to social proximity.
An ECG Monitoring of Children with Autism Spectrum Disorders Using Wearable Device
This paper demonstrates wearable ECG monitoring for children with ASD, showing how physiological sensing can inform HCI approaches to behavior tracking and intervention design.
Paired Robotic Devices to Mediate and Represent Social Behaviors
This study introduced paired robotic devices to mediate and represent social behaviors, highlighting how tangible HRI/HCI systems can scaffold social interaction in ASD contexts.
Humanoid Robot Assisted Training for Facial Expressions Recognition Based on Affective Feedback
We developed humanoid robot assisted training to improve facial expression recognition in children with ASD, showing how affective feedback can be embedded in HRI and HCI for social learning.
Emotion Comprehension in Intramodal and Cross-Modal Matching: A Preliminary Comparison Between Children with Autism Spectrum Disorders and Those with Williams Syndrome
This study directly compared children with ASD and Williams syndrome on intramodal and cross-modal emotion matching, showing that ASD-specific deficits arise in auditory-visual integration, with implications for multimodal HCI design.
Gaze Behavior of Children with ASD toward Pictures of Facial Expressions
This study examined gaze responses to facial expressions in children with ASD, showing that autism severity modulated visual attention, with implications for adaptive affective computing and HCI design.
Intramodal and Cross-Modal Matching of Emotional Expression in Young Children with Autism Spectrum Disorders
This study compared intramodal and cross-modal matching of emotional expressions in young children with ASD, showing intact visual-visual performance but reduced accuracy in auditory-visual matching, highlighting modality-specific challenges for emotion processing.
Computer-based intervention for inferring facial expressions from the socio-emotional context in two children with autism spectrum disorders
This study used computer-based cross-modal MTS training with socio-emotional movies and facial expressions, showing that children with ASD can acquire and generalize emotion recognition skills through interactive technologies.
Intervention for increasing the comprehension of affective prosody in children with autism spectrum disorders
This study trained children with ASD to match affective prosody with facial expressions using cross-modal MTS, showing potential for designing multimodal interfaces that enhance emotion comprehension.