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Behavioural & Cognitive Assessment

Behavioural & Cognitive Assessment (for selection, career progression, specific abilities, and other subsidiary and ancillary functions)

Specific Learning Disability (SLD)

Detection, diagnosis and certification for Specific Learning Disability (SLD), Neurodevelopmental Disorders, etc. and other subsidiary and ancillary functions

Sale and service

Sale and service of assistive tools and applications

About Us

Cute Brains Pvt. Ltd. is an incubated company of Indian Institute of Technology, Kanpur, India. We work on Behavioural & Cognitive Assessment, Detection, diagnosis and certification for Specific Learning Disability and provide sale and service of assistive tools and applications. Its most valued product/service is Assistive Application for Children with Dyslexia & Dysgraphia (AACDD)

Assistive Application for Children with Dyslexia & Dysgraphia (AACDD)

What is Specific Learning Disability
What is Dyslexia & Dysgraphia

Commonly known as learning disability, Specific Learning Disability (SLD) refers to “a substantial deficit in scholastic or academic skills that does not pervade all areas of learning but rather is limited to a particular aspect, such as reading or arithmetic difficulty” (American Psychological Association).

The common SLDs are Dyslexia, Dysgraphia, and Dyscalculia. Other SLDs include Auditory or Processing Disorders (issues with interpretation of visual or auditory inputs), Language Processing Disorder (issues with making meaningful sounds), and Non-verbal Learning Disorder (issues with interpreting facial expressions and gestures).

Dyslexia is a condition of severe reading- writing difficulties, spelling, and arithmetic in some cases. The person with dyslexia has impaired ability to process sounds, and hence have difficulty connecting written letters and corresponding sounds, making learning extremely challenging.
To know more about dyslexia click APA Dictionary of Psychology

Know About AACDD

Assistive Application for Children with Dyslexia and Dysgraphia (AACDD) is a training module for the school going children between classes 1 to 5 diagnosed with dyslexia and dysgraphia. It involves visual and auditory feedbacks putting haptic sensation and motor movement in loop to facilitate acquisition and reproduction of Hindi letters. It has been developed and tested with the following objectives— (i) developing assistive touch screen-based interface, (ii) enabling reading through auditory feedback, (iii) enabling learning and reproduction of geometric pattern of Hindi words, and (iv) integrating visual, auditory, and haptic inputs. The application has three levels— tracing task, jigsaw puzzle, and writing words. It can use it to improve the reading-writing skills of Hindi speaking children suffering from dyslexia and dysgraphia.

Scientific Publications

Reference of some scientific publications on assistive intervention for dyslexia by team Cute Brains.

Meena Y.K., Cecotti, H., Bhushan, B., Dutta, A., & Prasad, G. (2022). Detection of dyslexic children using machine learning and multimodal Hindi language eye-gaze assisted learning system. IEEE Transactions on human-machine systems. https://ieeexplore.ieee.org/document/9964264
Pratheepan, Y. & Bhushan, B. (2021). Deep learning approach to automated detection of dyslexia-dysgraphia. Designing AI in support of Good Mental Health, Milan, Italy, 10 January. https://pure.ulster.ac.uk/ws/files/88801667/GOOD_paperid_2_new.pdf
Cecotti, H., Meena, Y.K., Bhushan. B., Dutta, A., & Prasad, G. (2019). A multiscript gaze-based assistive virtual keyboard. 41st Annual International Conference of the IEEE Engineering in Medicine and Biology Society, 4p. https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=8856446
Meena, Y.K., Chowdhury, A., Sharma, U., Cecotti, H., Wong-Lin, K., Bhushan, B., Dutta, A., & Prasad, G. (2018). A Hindi virtual keyboard interface with multimodal feedback: A case study with a dyslexic child. Proceedings of British HCI 2018. Belfast, UK. BCS Learning & Development Ltd. http://dx.doi.org/10.14236/ewic/HCI2018.148 https://ewic.bcs.org/upload/pdf/ewic_hci18_wip_paper58.pdf