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Eye-Tracking Helps Teachers Plan Strategies for Autistic Kids

By Senior News Editor
Reviewed by John M. Grohol, Psy.D. on February 28, 2012

Eye-Tracking Helps Teachers Plan Strategies for Autistic KidsA new study demonstrates the use of eye-tracking technology as a way to improve social services to children with autism spectrum disorders.

Emory University School of Medicine researchers used the eye-tracking methodology to measure the relationship between cognitive and social disability in children with autism spectrum disorders (ASD). The technique also informs researchers on the ability of children with ASD to pay attention to social interactions.

Katherine Rice and colleagues have published the study in the Journal of the American Academy of Child and Adolescent Psychiatry. The study is the largest to date to observe children with ASD watching scenes of social interaction.

One hundred thirty-five children, 109 with autism and 26 without, all approximately 10 years old, participated in the study.

Researchers tracked eye movements as the children were shown movie scenes of school-age children in age-appropriate social situations.

One set of analyses focused on the differences between children with ASD and typically developing children, by closely matching a subset of those with ASD to typically developing peers on IQ, gender and age.

A second set of analyses focused on measures that quantify the broad spectrum of adaptive and maladaptive behavior in ASD by analyzing variation across all 109 ASD participants.

Investigators discovered children with autism were less likely than typically developing peers to look at other people’s eyes and faces, and were more likely to fixate on bodies and inanimate objects.

The results also revealed the varying ways in which children with autism use the information they observe. For the entire group of children with ASD, increased observation of inanimate objects rather than people was associated with more severe social disability.

However, for some subsets of the autism spectrum, such as highly verbal children with ASD, whose verbal IQs were larger than their nonverbal IQs, increased looking at others people’s mouths was associated with less disability.

Researchers say the findings will help caregivers have a broad picture of the capabilities of a particular child.

“These results help us tease apart some of the vast heterogeneity of the autism spectrum,” said Rice. “For some children, atypical looking patterns may be serving as a compensatory strategy; but for others, these patterns are clearly associated with maladaptive behaviors.

“Objective, quantitative measures of social disability help us to identify these subsets in a data-driven manner.”

Source: Elsevier

 

APA Reference
Nauert, R. (2012). Eye-Tracking Helps Teachers Plan Strategies for Autistic Kids. Psych Central. Retrieved on October 21, 2014, from http://psychcentral.com/news/2012/02/28/eye-tracking-helps-teachers-plan-strategies-for-autistic-kids/35347.html

 

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