# Utilizing Constructed Neural Networks for Autism Screening
## 4 Results
### Statistical Analysis  
We first provide an overview of the statistics of our dataset before explaining the classification process. We used IBM SPSS v20.0 statistical software to perform descriptive statistics and hypothesis tests.  
Table 1 displays the mean values and standard deviations of TD children's scores and those of children with ASD. The game-score values range from 0 to 100.  
We examined the data's normality using the Shapiro-Wilk and Kolmogorov-Smirnov tests at a significance threshold of 0.05. It was discovered that there is no normal distribution for any of our variables. Therefore, we used the Mann-Whitney U test, a non-parametric test for two independent samples, to compare each variable of interest of the two groups of children (TD, ASD) for statistical differences. The results are summarized in Table 2, showing if a variable can distinguish the two populations. As such, nine variables--verbal and intellectual ability, articulation, phonology, syntax, pragmatic perception, sequencing, memory, recognition, and empathy--exhibit statistically significant differences between the two groups (TD and ASD), while the remaining variables do not.  
\begin{table}
\begin{tabular}{l c c c c} \hline \hline \multirow{2}{*}{**Variable**} & \multicolumn{2}{c}{**TD**} & \multicolumn{2}{c}{**ASD**} \\  & **Mean** & **STD** & **Mean** & **STD** \\ \hline Verbal And Intellectual Ability & 35.50 & 7.54 & 29.81 & 8.80 \\ Verbalization after Instruction & 26.28 & 26.99 & 19.07 & 23.53 \\ Targeted Voicing Activities & 37.63 & 27.08 & 41.52 & 26.24 \\ Articulation & 22.64 & 8.47 & 16.77 & 6.09 \\ Phonology & 83.61 & 24.20 & 69.06 & 25.89 \\ Syntax & 45.04 & 37.33 & 31.93 & 38.55 \\ Pragmatic Perception & 85.53 & 18.79 & 75.52 & 22.14 \\ Fine Motor Skills & 72.38 & 29.15 & 71.30 & 31.68 \\ Pre-writing Skills & 31.47 & 18.08 & 29.68 & 17.68 \\ Spatial Orientation & 37.68 & 12.10 & 39.52 & 14.35 \\ Sequencing & 61.20 & 13.82 & 53.24 & 18.51 \\ Memory & 31.31 & 21.37 & 19.32 & 20.51 \\ Recognition & 58.06 & 12.10 & 54.20 & 13.42 \\ Perception/Discrimination & 38.48 & 14.25 & 40.45 & 15.09 \\ Sustained Attention & 29.55 & 7.84 & 27.61 & 8.88 \\ Cognitive Flexibility & 65.00 & 19.88 & 64.94 & 19.87 \\ Empathy & 41.37 & 11.00 & 34.15 & 14.78 \\ Conditioned Play Audiometry & 35.81 & 26.72 & 29.27 & 24.20 \\ \hline \hline \end{tabular}
\end{table}
Table 1: Mean values and standard deviations of the game scores for the two groups of participants: children with TD and children with ASD.  
\begin{table}
\begin{tabular}{l c c c c} \hline \hline \multicolumn{1}{c}{**Variable**} & **[PERSON]** & **[PERSON]** & **Z** & \(p\)**-Value** \\ \hline Verbal And Intellectual & 3529 & 4519 & \(-\)4.462 & 0.00 \\ Ability & 5241.50 & 6231.50 & \(-\)1.48 & 0.14 \\ Verbalization after Instruction & 5467.00 & 43,693.00 & \(-\)1.07 & 0.28 \\ Targeted Voicing Activities & 3379.00 & 4369.00 & \(-\)4.73 & 0.00 \\ Articulation & 3513.50 & 4503.50 & \(-\)4.78 & 0.00 \\ Syntax & 4801 & 5791 & \(-\)2.284 & 0.02 \\ Pragmatic Perception & 4309.5 & 5299.5 & \(-\)3.286 & 0.00 \\ Fine Motor Skills & 5868 & 44,094 & \(-\)0.405 & 0.69 \\ Pre-writing Skills & 5811 & 6801 & \(-\)0.458 & 0.65 \\ Spatial Orientation & 5399 & 43,625 & \(-\)1.183 & 0.24 \\ Sequencing & 4603 & 5593 & \(-\)2.582 & 0.01 \\ Memory & 3954.5 & 4944.5 & \(-\)3.716 & 0.00 \\ \hline \hline \end{tabular}
\end{table}
Table 2: Statistically significant differences between the two independent groups of children (TD—ASD) using the Mann–Whitney U Test.