skip to main content
chapter

Autism and Socially Interactive Agents

Published: 03 November 2022 Publication History
First page of PDF

References

[1]
American Psychiatric Association (APA). 2013. Diagnostic and Statistical Manual of Mental Disorders (5th. ed.) American Psychiatric Publishing, Arlington, VA.
[2]
E. André. 2002. From simulated dialogues to interactive performances with virtual actors. In Proceedings of the 25th Annual German Conference on AI (KI 2002), Vol. 2479: Lecture Notes in Computer Science. Springer, 317.
[3]
L. Bartoli, F. Garzotto, M. Gelsomini, L. Oliveto, and M. Valoriani. 2014. Designing and evaluating touchless playful interaction for ASD children. In Proceedings of the 2014 Conference on Interaction Design and Children. New York, NY, 17–26.
[4]
A. Baylor and S. Ebbers. 2003. The pedagogical agent split-persona effect: When two agents are better than one. In Proceedings of the World Conference on Educational Multimedia, Hypermedia and Telecommunications. Association for the Advancement of Computing in Education, 459–462. Retrieved June 2, 2022 from https://www.learntechlib.org/primary/p/11122/.
[5]
A. Ben Youssef, M. Chollet, H. Jones, N. Sabouret, C. Pelachaud, and M. Ochs. 2015. An architecture for a socially adaptive virtual recruiter in job interview simulations. In Proceedings of the Second International Workshop on Intelligent Digital Games for Empowerment and Inclusion at IUI 2015.
[6]
S. Bernardini, K. Porayska-Pomsta, and T. J. Smith. 2014. ECHOES?: An intelligent serious game for fostering social communication in children with autism. Inf. Sci. 264, 41–60.
[7]
A. Billard, B. Robins, J. Nadel, and K. Dautenhahn. 2007. Building Robota, a mini-humanoid robot for the rehabilitation of children with autism. Assist. Technol. 19, 1, 37–49.
[8]
V. Bono, A. Narzisi, A.-L. Jouen, E. Tilmont, S. Hommel, W. Jamal, J. Xavier, L. Billeci, K. Maharatna, M. Wald, M. Chetouani, D. Cohen, F. Muratori, and MICHELANGELO Study Group. 2016. GOLIAH: A gaming platform for home-based intervention in autism—Principles and design. Front. Psychiatry 7, 70.
[9]
L. Bowman-Perrott, H. Davis, K. Vannest, L. Williams, C. Greenwood, and R. Parker. 2013. Academic benefits of peer tutoring: A meta-analytic review of single-case research. School Psychol. Rev. 42, 1, 39–55.
[10]
C. Breazeal, J. Gray, and M. Berlin. 2009. An embodied cognition approach to mindreading skills for socially intelligent robots. Int. J. Robot. Res. 28, 5, 656–680.
[11]
N. Caruana, H. Stieglitz Ham, J. Brock, A. Woolgar, N. Kloth, R. Palermo, and G. McArthur. 2017. Joint attention difficulties in autistic adults: An interactive eye-tracking study. Autism 22, 502–512.
[12]
P. Chevalier, J.-C. Martin, B. Isableu, C. Bazile, and A. Tapus. 2017. Impact of sensory preferences of individuals with autism on the recognition of emotions expressed by two robots, an avatar, and a human. Auton. Robots 41, 613–635.
[13]
M. Chollet, T. Wörtwein, L.-P. Morency, A. Shapiro, and S. Scherer. 2015. Exploring feedback strategies to improve public speaking: An interactive virtual audience framework. In Proceedings of the 2015 ACM International Joint Conference on Pervasive and Ubiquitous Computing. ACM, 1143–1154.
[14]
M. Courgeon, C. Clavel, J.-C. Martin. 2014a. Modeling facial signs of appraisal during interaction: Impact on users’ perception and behavior. In Proceedings of the 13th International Conference on Autonomous Agents and Multiagent Systems (AAMAS’2014). International Foundation for Autonomous Agents and Multiagent Systems, 765–772.
[15]
M. Courgeon, G. Rautureau, J.-C. Martin, and O. Grynszpan. 2014b. Joint attention simulation using eye-tracking and virtual humans. IEEE Trans. Affect. Comput. 5, 3, 238–250.
[16]
G. Dawson, K. Toth, R. Abbott, J. Osterling, J. Munson, A. Estes, and J. Liaw. 2004. Early social attention impairments in autism: Social orienting, joint attention, and attention to distress. Dev. Psychol. 40, 2, 271–283.
[17]
F. D. DiGennaro Reed, S. R. Hyman, and J. M. Hirst. 2011. Applications of technology to teach social skills to children with autism. Res. Autism Spectr. Disord. 5, 3, 1003–1010.
[18]
T. Dratsch, C. Schwartz, K. Yanev, L. Schilbach, K. Vogeley, and G. Bente. 2013. Getting a grip on social gaze?: Control over others’ gaze helps gaze detection in high-functioning autism. J. Autism Dev. Disord. 43, 2, 286–300.
[19]
G. Dumas, J. Nadel, R. Soussignan, J. Martinerie, and L. Garnero. 2010. Inter-brain synchronizations during social interaction. PLoS ONE 5, 8, e12166.
[20]
G. Dumas, Q. Moreau, E. Tognoli, and A. S. Kelso. 2019. The human dynamic clamp reveals the fronto-parietal network linking real-time social coordination and cognition. Cereb. Cortex 30, 3271–3285.
[21]
N. J. Emery. 2000. The eyes have it: The neuroethology, function and evolution of social gaze. Neurosci. Biobehav. Rev. 24, 6, 581–604.
[22]
W. J. Farr. 2011. Tangible User Interfaces and Social Interaction in Children with Autism. Doctoral thesis (DPhil). University of Sussex. http://sro.sussex.ac.uk/6962/.
[23]
W. Farr, N. Yuill, and H. Raffle. 2010. Social benefits of a tangible user interface for children with Autistic Spectrum Conditions. Autism 14, 3, 237–252.
[24]
K. A. Fournier, C. J. Hass, S. K. Naik, N. Lodha, and J. H. Cauraugh. 2010. Motor coordination in autism spectrum disorders: A synthesis and meta-analysis. J. Autism Dev. Disord. 40, 10, 1227–1240.
[25]
A. Georgescu, B. Kuzmanovic, D. Roth, G. Bente, and K. Vogeley. 2014. The use of virtual characters to assess and train non-verbal communication in high-functioning autism. Front. Hum. Neurosci. 8, 807.
[26]
W. Grey Walter. 1950. An imitation of life. Sci. Am. 182, 5, 42–45.
[27]
C. Grossard, O. Grynspan, S. Serret, A.-L. Jouen, K. Bailly, and D. Cohen. 2017. Serious games to teach social interactions and emotions to individuals with autism spectrum disorders (ASD). Comput. Educ. 113, 195–211.
[28]
O. Grynszpan and J. Nadel. 2015. An eye-tracking method to reveal the link between gazing patterns and pragmatic abilities in high functioning autism spectrum disorders. Front. Hum. Neurosci. 8, 1067.
[29]
O. Grynszpan, J. Nadel, J. Constant, F. Le Barillier, N. Carbonell, J. Simonin, J. C. Martin, and M. Courgeon. 2009. A new virtual environment paradigm for high functioning autism intended to help attentional disengagement in a social context: Bridging the gap between relevance theory and executive dysfunction. In Virtual Rehabilitation International Conference, 2009. IEEE, 51–58.
[30]
O. Grynszpan, J. Nadel, J.-C. Martin, J. Simonin, P. Bailleul, Y. Wang, D. Gepner, F. Le Barillier, and J. Constant. 2012. Self-monitoring of gaze in high functioning autism. J. Autism Dev. Disord. 42, 8, 1642–1650.
[31]
O. Grynszpan, P. L. Weiss, F. Perez-Diaz, and E. Gal. 2014. Innovative technology-based interventions for autism spectrum disorders: A meta-analysis. Autism 18, 4, 346–361.
[32]
O. Grynszpan, J.-C. Martin, and P. Fossati. 2017. Gaze leading is associated with liking. Acta Psychol. 173, 66–72.
[33]
B. Han, C. Tijus, F. Le Barillier, and J. Nadel. 2015. Morphing technique reveals intact perception of object motion and disturbed perception of emotional expressions in low-functioning adolescents with autism spectrum disorder. Res. Dev. Disabil. 47, 393–404.
[34]
G. Herrera, X. Casas, J. Sevilla, L. Rosa, C. Pardo, J. Plaza, R. Jordan, and S. Le Groux. 2012. Pictogram room: Natural interaction technologies to aid in the development of children with autism. Annu. Clin. Health Psychol. 8, 39–44.
[35]
M. E. Hoque, M. Courgeon, B. Mutlu, J.-C. Martin, and R. W. Picard. 2013. MACH: My automated conversation coach. In Proceedings of the 2013 ACM International Joint Conference on Pervasive and Ubiquitous Computing (UBICOMP’2017). ACM, 697–706.
[36]
H.-S. Hsiao and J.-C. Chen. 2016. Using a gesture interactive game-based learning approach to improve preschool children’s learning performance and motor skills. Comput. Educ. 95, 151–162.
[37]
C. A. Huijnen, M. A. Lexis, and L. P. de Witte. 2016. Matching robot Kaspar to autism spectrum disorder (ASD) therapy and educational goals. Int. J. Soc. Robot. 8, 445–455.
[38]
W. Jarrold, P. Mundy, M. Gwaltney, J. Bailenson, N. Hatt, N. McIntyre, K. Kim, M. Solomon, S. Novotny, and L. Swain. 2013. Social attention in a virtual public speaking task in higher functioning children with autism. Autism Res. 6, 5, 393–410.
[39]
J. Kajopoulos, A. H. Y. Wong, A. W. C. Yuen, T. A. Dung, T. Y. Kee, and A. Wykowska. 2015. Robot-assisted training of joint attention skills in children diagnosed with Autism. InA. Tapus, E. André, J.-C. Martin, F. Ferland, and M. Ammi (Eds.), Social Robotics. Springer International Publishing, 296–305.
[40]
M. R. Kandalaft, N. Didehbani, D. C. Krawczyk, T. T. Allen, and S. B. Chapman. 2013. Virtual reality social cognition training for young adults with high-functioning autism. J. Autism Dev. Disord. 43, 1, 34–44.
[41]
J. A. S. Kelso, G. C. de Guzman, C. Reveley, and E. Tognoli. 2009. Virtual partner interaction (VPI): Exploring novel behaviors via coordination dynamics. PLoS One 4, e5749.
[42]
K. Kim, M. Z. Rosenthal, M. Gwaltney, W. Jarrold, N. Hatt, N. McIntyre, L. Swain, M. Solomon, and P. Mundy. 2015. A virtual joy-stick study of emotional responses and social motivation in children with autism spectrum disorder. J. Autism Dev. Disord. 45, 3891–3899.
[43]
H. Kobayashi and S. Kohshima. 1997. Unique morphology of the human eye. Nature 387, 6635, 767–768.
[44]
M. Kourakli, I. Altanis, S. Retalis, M. Boloudakis, D. Zbainos, and K. Antonopoulou. 2017. Towards the improvement of the cognitive, motoric and academic skills of students with special educational needs using Kinect learning games. Int. J. Child-Comput. Interact. 11, 28–39.
[45]
H. Kozima, C. Nakagawa, and Y. Yasuda. 2007. Children–robot interaction: A pilot study in autism therapy. Prog. Brain Res. 164, 385–400.
[46]
U. Lahiri, Z. Warren, and N. Sarkar. 2011. Design of a gaze-sensitive virtual social interactive system for children with autism. IEEE Trans. Neural Syst. Rehabil. Eng. 19, 4, 443–452.
[47]
G. E. Little, L. Bonnar, S. W. Kelly, K. S. Lohan, and G. Rajendran. 2016. Gaze contingent joint attention with an avatar in children with and without ASD. In 2016 Joint IEEE International Conference on Development and Learning and Epigenetic Robotics (ICDL-EpiRob). IEEE, 15–20.
[48]
G. Lorenzo, A. Ledo, J. Pomares, and R. Roig. 2016. Design and application of an immersive virtual reality system to enhance emotional skills for children with autism spectrum disorders. Comput. Educ. 98, 192–205.
[49]
D. W. Massaro and A. Bosseler. 2006. Read my lips: The importance of the face in a computer-animated tutor for vocabulary learning by children with autism. Autism 10, 5, 495–510.
[50]
O. Masson, J. Baratgin, and F. Jamet. 2017. NAO robot: A social clues transmitter: What impacts? In Proceedings of the 30th International Conference on Industrial Engineering and Other Applications of Applied Intelligent Systems (IEA/AIE), Vol. 10350: Lecture Notes in Computer Science. Springer, 559–568.
[51]
G. B. Mesibov and V. Shea. 2011. Evidence-based practices and autism. Autism 15, 1, 114–133.
[52]
M. Milne, R. Leibbrandt, P. Raghavendra, M. Luersen, T. Lewis, and D. Powers. 2013. Lesson authoring system for creating interactive activities involving virtual humans: The thinking head whiteboard. In Proceedings of the IEEE Symposium on Intelligent Agents. IEEE, 13–20.
[53]
P. Mitchell, S. Parsons, and A. Leonard. 2007. Using virtual environments for teaching social understanding to 6 adolescents with autistic spectrum disorders. J. Autism Dev. Disord. 37, 3, 589–600.
[54]
J. Nadel. 2014. How Imitation Boosts Development in Infancy and Autism Spectrum Disorder. Oxford University Press, Oxford, New York, NY.
[55]
J. Nadel. 2015. Perception–action coupling and imitation in autism spectrum disorder. Dev. Med. Child Neurol. 57, 21, 55–58.
[56]
J. Nadel and G. Poli. 2018. Evaluer et entraîner la connaissance du corps dans l’autisme. Enfance 70, 51–64.
[57]
L. C. Neely, J. B. Ganz, J. L. Davis, M. B. Boles, E. R. Hong, J. Ninci, and W. D. Gilliland. 2016. Generalization and maintenance of functional living skills for individuals with autism spectrum disorders: A review and meta-analysis. Rev. J. Autism Dev. Disord. 3, 1, 37–47.
[58]
C. L. Nehaniv and K. Dautenhahn. 2007. The constructive interdisciplinary viewpoint for understanding mechanisms and models of imitation and social learning. In C. L. Nehaniv and K. Dautenhahn (Eds.), Imitation and Social Learning in Robots, Humans and Animals. Cambridge University Press, Cambridge, NY, 1–18.
[59]
P.-Y. Oudeyer. 2017. What can we learn about development from baby robots? WIREs Cogn. Sci. 8, e1395.
[60]
S. Parsons. 2015. Learning to work together: Designing a multi-user virtual reality game for social collaboration and perspective-taking for children with autism. Int. J. Child–Comput. Interact. 6, 28–38.
[61]
R. Picard, S. Papert, W. Bender, B. Blumberg, C. Breazeal, D. Cavallo, T. Machover, M. Resnick, D. Roy, and C. Strohecker. 2004. Affective learning—A manifesto. BT Technol. J. 22, 4, 253–269.
[62]
P. Pennisi, A. Tonacci, G. Tartarisco, L. Billeci, L. Ruta, S. Gangemi, and G. Pioggia. 2016. Autism and social robotics: A systematic review. Autism Res. 9, 2, 165–183.
[63]
P. A. Rao, D. C. Beidel, and M. J. Murray. 2008. Social skills interventions for children with Asperger’s syndrome or high-functioning autism: A review and recommendations. J. Autism Dev. Disord. 38, 353–361.
[64]
S. Recht and O. Grynszpan. 2019. The sense of social agency in gaze leading. J. Multimodal User Interfaces 13, 1, 19–30.
[65]
T. Rist, E. André, S. Baldes, P. Gebhard, M. Klesen, M. Kipp, P. Rist, and M. Schmitt. 2003. A review of the development of embodied presentation agents and their application fields. In H. Prendinger and M. Ishizuka (Eds.), Life-Like Characters: Tools, Affective Functions, and Applications. Cognitive Technologies. Springer, 377–404.
[66]
B. Robins and K. Dautenhahn. 2018. Kaspar, the social robot and ways it may help children with autism-an overview. Enfance 70, 91–101.
[67]
B. Scassellati, H. Admoni, and M. Matarić. 2012. Robots for use in autism research. Annu. Rev. Biomed. Eng. 14, 1, 275–294.
[68]
L. Schilbach, M. Wilms, S. B. Eickhoff, S. Romanzetti, R. Tepest, G. Bente, N. J. Shah, G. R. Fink, and K. Vogeley. 2010. Minds made for sharing: Initiating joint attention recruits reward-related neurocircuitry. J. Cogn. Neurosci. 22, 12, 2702–2715.
[69]
A. Senju, V. Southgate, S. White, and U. Frith. 2009. Mindblind eyes: An absence of spontaneous theory of mind in Asperger syndrome. Science 325, 5942, 883–885.
[70]
S. Serret, S. Hun, G. Iakimova, J. Lozada, M. Anastassova, A. Santos, S. Vesperini, and F. Askenazy. 2014. Facing the challenge of teaching emotions to individuals with low- and high-functioning autism using a new Serious game: A pilot study. Mol. Autism 5, 1, 37.
[71]
S. Shamsuddin, H. Yussof, L. I. Ismail, S. Mohamed, F. A. Hanapiah, and N. I. Zahari. 2012. Humanoid robot NAO interacting with autistic children of moderately impaired intelligence to augment communication skills. Procedia Eng. 41, 1533–1538.
[72]
M. J. Smith, E. J. Ginger, K. Wright, M. A. Wright, J. L. Taylor, L. B. Humm, D. E. Olsen, M. D. Bell, and M. F. Fleming. 2014. Virtual reality job interview training in adults with autism spectrum disorder. J. Autism Dev. Disord. 44, 10, 2450–2463.
[73]
M. J. Smith, M. F. Fleming, M. A. Wright, A. G. Roberts, L. B. Humm, D. Olsen, and M. D. Bell. 2015a. Virtual reality job interview training and 6-month employment outcomes for individuals with schizophrenia seeking employment. Schizophr. Res. 166, 1–3, 86–91.
[74]
M. J. Smith, L. B. Humm, M. F. Fleming, N. Jordan, M. A. Wright, E. J. Ginger, K. Wright, D. Olsen, and M. D. Bell. 2015b. Virtual reality job interview training for veterans with posttraumatic stress disorder. J. Vocat. Rehabil. 42, 3, 271–279.
[75]
S. M. Srinivasan, L. S. Pescatello, and A. N. Bhat. 2014. Current perspectives on physical activity and exercise recommendations for obesity and physical fitness in children and adolescents with autism spectrum disorders. Phys. Therapy 94, 6, 875–889.
[76]
W. Swartout, D. Traum, R. Arstein, D. Noren, P. Debevec, K. Bronnenkant, J. Williams, A. Leuski, S. Narayanan, D. Piepol, C. Lane, J. Morie, P. Aggarwal, M. Liewer, J. Y. Chiang, J. Gerten, S. Chu, and K. White. 2010. Ada and Grace: Toward realistic and engaging virtual museum guides. In Proceedings of the International Conference on Intelligent Virtual Agents (IVA’ 2010), LNAI 6356. Springer, 286–300.
[77]
A. Tartaro. 2007. Authorable virtual peers for children with autism. In Proceedings of the Extended Abstracts of the International Conference on Human Factors in Computing Systems (CHI’2007). ACM, New York, 1677–1680.
[78]
E. Tognoli, J. Lagarde, G. C. DeGuzman, and J. A. S. Kelso. 2007. The phi complex as a neuromarker of human social coordination. Proc. Natl. Acad. Sci. USA 104, 8190–8193.
[79]
C. Y. Trepagnier, M. M. Sebrechts, A. Finkelmeyer, W. Stewart, J. Woodford, and M. Coleman. 2006. Simulating social interaction to address deficits of autistic spectrum disorder in children. Cyberpsychol. Behav. 9, 2, 213–217.
[80]
Z. E. Warren, Z. Zheng, A. R. Swanson, E. Bekele, L. Zhang, J. A. Crittendon, A. F. Weitlauf, and N. Sarkar. 2015. Can robotic interaction improve joint attention skills? J. Autism Dev. Disord. 45, 11, 3726–3734.
[81]
N. Wiener. 1948. Cybernetics or Control and Communication in the Animal and the Machine. MIT Press, Cambridge, MA.
[82]
S. Yun, J. Choi, S. Park, G. Bong, and H. Yoo. 2017. Social skills training for children with autism spectrum disorder using a robotic behavioral intervention system. Autism. Res. 10, 7, 1306–1323.
[83]
V. Zervogianni, S. Fletcher-Watson, G. Herrera, M. Goodwin, P. Pérez-Fuster, M. Brosnan, and O. Grynszpan. 2020. A framework of evidence-based practice for digital support, co-developed with and for the autism community. Autism 24, 6, 1411–1422.

Cited By

View all
  • (2024)Analysis of Social Performance and Action Units during Social Skills Training: Focus Group Study with Autism Spectrum Disorder and Schizophrenia (Preprint)JMIR Formative Research10.2196/59261Online publication date: 8-Apr-2024
  • (2024)Empowering Persons with Autism Through Cross-Reality and Conversational AgentsIEEE Transactions on Visualization and Computer Graphics10.1109/TVCG.2024.337211030:5(2591-2601)Online publication date: May-2024
  • (2023)A Novel Multi-Modal Teleoperation of a Humanoid Assistive Robot with Real-Time Motion MimicMicromachines10.3390/mi1402046114:2(461)Online publication date: 16-Feb-2023
  • Show More Cited By

Recommendations

Comments

Information & Contributors

Information

Published In

cover image ACM Books
The Handbook on Socially Interactive Agents: 20 years of Research on Embodied Conversational Agents, Intelligent Virtual Agents, and Social Robotics Volume 2: Interactivity, Platforms, Application
October 2022
710 pages
ISBN:9781450398961
DOI:10.1145/3563659

Publisher

Association for Computing Machinery

New York, NY, United States

Publication History

Published: 03 November 2022

Permissions

Request permissions for this article.

Check for updates

Qualifiers

  • Chapter

Appears in

ACM Books

Contributors

Other Metrics

Bibliometrics & Citations

Bibliometrics

Article Metrics

  • Downloads (Last 12 months)32
  • Downloads (Last 6 weeks)18
Reflects downloads up to 03 Mar 2025

Other Metrics

Citations

Cited By

View all
  • (2024)Analysis of Social Performance and Action Units during Social Skills Training: Focus Group Study with Autism Spectrum Disorder and Schizophrenia (Preprint)JMIR Formative Research10.2196/59261Online publication date: 8-Apr-2024
  • (2024)Empowering Persons with Autism Through Cross-Reality and Conversational AgentsIEEE Transactions on Visualization and Computer Graphics10.1109/TVCG.2024.337211030:5(2591-2601)Online publication date: May-2024
  • (2023)A Novel Multi-Modal Teleoperation of a Humanoid Assistive Robot with Real-Time Motion MimicMicromachines10.3390/mi1402046114:2(461)Online publication date: 16-Feb-2023
  • (2023)Virtual Reality-Based Serious Games to Improve Motor Learning in Children with Autism Spectrum Disorder: An Exploratory Study2023 IEEE 11th International Conference on Serious Games and Applications for Health (SeGAH)10.1109/SeGAH57547.2023.10253792(1-6)Online publication date: 28-Aug-2023
  • (2023)Social Performance Rating During Social Skills Training in Adults with Autism Spectrum Disorder and Schizophrenia2023 11th International Conference on Affective Computing and Intelligent Interaction Workshops and Demos (ACIIW)10.1109/ACIIW59127.2023.10388083(1-8)Online publication date: 10-Sep-2023
  • (2023)Explainable Artificial Intelligence Multimodal of Autism Triage Levels Using Fuzzy Approach-Based Multi-criteria Decision-Making and LIMEInternational Journal of Fuzzy Systems10.1007/s40815-023-01597-926:1(274-303)Online publication date: 17-Nov-2023
  • (2023)Multimodal Interaction for Persons with Autism: The 5A Case StudyUniversal Access in Human-Computer Interaction10.1007/978-3-031-35681-0_38(581-600)Online publication date: 23-Jul-2023
  • (2022)Serious Games with SIAsThe Handbook on Socially Interactive Agents10.1145/3563659.3563676(527-546)Online publication date: 27-Oct-2022
  • (2022)Health-Related Applications of Socially Interactive AgentsThe Handbook on Socially Interactive Agents10.1145/3563659.3563672(403-436)Online publication date: 27-Oct-2022
  • (2022)Socially Interactive Agents as PeersThe Handbook on Socially Interactive Agents10.1145/3563659.3563670(331-366)Online publication date: 27-Oct-2022
  • Show More Cited By

View Options

Login options

Full Access

View options

PDF

View or Download as a PDF file.

PDF

eReader

View online with eReader.

eReader

Figures

Tables

Media

Share

Share

Share this Publication link

Share on social media