Reducing facial dynamics’ speed during speech enhances attention to mouth in children with autism spectrum disorder: An eye-tracking study

2020 ◽  
pp. 1-10
Author(s):  
Bruno Gepner ◽  
Anaïs Godde ◽  
Aurore Charrier ◽  
Nicolas Carvalho ◽  
Carole Tardif
Keyword(s):  
Autism Spectrum Disorder ◽  
Eye Tracking ◽  
Real Time ◽  
Therapeutic Potential ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Visual Exploration ◽  
Children With Asd ◽  
The Face ◽  
Visual Fixations

Abstract Facial movements of others during verbal and social interaction are often too rapid to be faced and/or processed in time by numerous children and adults with autism spectrum disorder (ASD), which could contribute to their face-to-face interaction peculiarities. We wish here to measure the effect of reducing the speed of one's facial dynamics on the visual exploration of the face by children with ASD. Twenty-three children with ASD and 29 typically-developing control children matched for chronological age passively viewed a video of a speaker telling a story at various velocities, i.e., a real-time speed and two slowed-down speeds. The visual scene was divided into four areas of interest (AOI): face, mouth, eyes, and outside the face. With an eye-tracking system, we measured the percentage of total fixation duration per AOI and the number and mean duration of the visual fixations made on each AOI. In children with ASD, the mean duration of visual fixations on the mouth region, which correlated with their verbal level, increased at slowed-down velocity compared with the real-time one, a finding which parallels a result also found in the control children. These findings strengthen the therapeutic potential of slowness for enhancing verbal and language abilities in children with ASD.

A Statistical Physics Perspective to Understand Social Visual Attention in Autism Spectrum Disorder

Perception ◽  
2017 ◽  
Vol 46 (8) ◽  
pp. 889-913 ◽  
Author(s):  
Alessio Liberati ◽  
Roberta Fadda ◽  
Giuseppe Doneddu ◽  
Sara Congiu ◽  
Marco A. Javarone ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Eye Movements ◽  
Visual Attention ◽  
Eye Tracking ◽  
Statistical Physics ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Visual Exploration ◽  
Subjective Expectations ◽  
Children With Asd

This study investigated social visual attention in children with Autism Spectrum Disorder (ASD) and with typical development (TD) in the light of Brockmann and Geisel’s model of visual attention. The probability distribution of gaze movements and clustering of gaze points, registered with eye-tracking technology, was studied during a free visual exploration of a gaze stimulus. A data-driven analysis of the distribution of eye movements was chosen to overcome any possible methodological problems related to the subjective expectations of the experimenters about the informative contents of the image in addition to a computational model to simulate group differences. Analysis of the eye-tracking data indicated that the scanpaths of children with TD and ASD were characterized by eye movements geometrically equivalent to Lévy flights. Children with ASD showed a higher frequency of long saccadic amplitudes compared with controls. A clustering analysis revealed a greater dispersion of eye movements for these children. Modeling of the results indicated higher values of the model parameter modulating the dispersion of eye movements for children with ASD. Together, the experimental results and the model point to a greater dispersion of gaze points in ASD.

Short report: Examining the effect of a wearable, anxiety detection technology on improving the awareness of anxiety signs in autism spectrum disorder: a pilot randomized controlled trial

2021 ◽  
Author(s):  
Jenny Nguyen ◽  
Evdokia Anagnostou ◽  
Jessica A Brian ◽  
Azadeh Kushki
Keyword(s):  
Autism Spectrum Disorder ◽  
Randomized Controlled Trial ◽  
Real Time ◽  
Controlled Trial ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Deep Breathing ◽  
Randomized Controlled ◽  
Children With Asd ◽  
Detection Technology

Abstract Anxiety is prevalent in autism spectrum disorder (ASD) and can negatively impact physical and mental health. Self-awareness of anxiety signs is a key barrier to success of anxiety interventions for many children. To address this, we conducted a randomized controlled trial to assess if the Anxiety Meter, a wearable, real-time anxiety detection technology can improve awareness of anxiety symptoms and the initiation of relaxation techniques in children with ASD. Twenty-eight children with ASD were trained on the use of the Anxiety Meter and taught a diaphragmatic breathing relaxation technique over three visits. On the fourth visit, participants were randomized to either receive feedback of their anxiety level or no feedback from the Anxiety Meter while completing a stress-eliciting task (public speaking) and asked to engage in deep breathing if anxious. Feedback from the Anxiety Meter was associated with increased likelihood of initiating deep breathing in response to anxiety. Although these results are limited by the relatively small sample size, they support the feasibility of using a wearable device and real-time feedback to improve anxiety symptom awareness.Trial registration: ClinicalTrials.gov, NCT02160691. Registered 5 June 2014, https://clinicaltrials.gov/ct2/show/NCT02160691

Oscillatory entrainment mechanisms and anticipatory predictive processes in children with Autism Spectrum Disorder (ASD)

2021 ◽  
Author(s):  
Shlomit Beker ◽  
John J Foxe ◽  
Sophie Molholm
Keyword(s):  
Autism Spectrum Disorder ◽  
Visual Cues ◽  
Neural Mechanism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Auditory Target ◽  
Visual Responses ◽  
Temporal Prediction ◽  
Children With Asd ◽  
The Face

Anticipating near-future events is fundamental to adaptive behavior, whereby neural processing of predictable stimuli is significantly facilitated relative to non-predictable events. Neural oscillations appear to be a key anticipatory mechanism by which processing of upcoming stimuli is modified, and they often entrain to rhythmic environmental sequences. Clinical and anecdotal observations have led to the hypothesis that people with Autism Spectrum Disorder (ASD) may have deficits in generating predictions, and as such, a candidate neural mechanism may be failure to adequately entrain neural activity to repetitive environmental patterns to facilitate temporal predictions. We tested this hypothesis by interrogating temporal predictions and rhythmic entrainment using behavioral and electrophysiological approaches. We recorded high-density electroencephalography in children with ASD and Typically Developing (TD) age- and IQ-matched controls, while they reacted to an auditory target as quickly as possible. This auditory event was either preceded by predictive rhythmic visual cues, or not. Both ASD and control groups presented comparable behavioral facilitation in response to the Cue vs. No-Cue condition, challenging the hypothesis that children with ASD have deficits in generating temporal predictions. Analyses of the electrophysiological data, in contrast, revealed significantly reduced neural entrainment to the visual cues, and altered anticipatory processes in the ASD group. This was the case despite intact stimulus evoked visual responses. These results support intact temporal prediction in response to a cue in ASD, in the face of altered entrainment and anticipatory processes.

scholarly journals Attentional Disengagement and the Locus Coeruleus – Norepinephrine System in Children With Autism Spectrum Disorder

2021 ◽  
Vol 15 ◽  
Author(s):  
Brandon Keehn ◽  
Girija Kadlaskar ◽  
Sophia Bergmann ◽  
Rebecca McNally Keehn ◽  
Alexander Francis
Keyword(s):  
Autism Spectrum Disorder ◽  
Eye Tracking ◽  
Locus Coeruleus ◽  
Pupil Size ◽  
Pupil Diameter ◽  
Autism Spectrum ◽  
Tracking Task ◽  
Spectrum Disorder ◽  
Attentional Disengagement ◽  
Children With Asd

BackgroundDifferences in non-social attentional functions have been identified as among the earliest features that distinguish infants later diagnosed with autism spectrum disorder (ASD), and may contribute to the emergence of core ASD symptoms. Specifically, slowed attentional disengagement and difficulty reorienting attention have been found across the lifespan in those at risk for, or diagnosed with, ASD. Additionally, the locus coeruleus-norepinephrine (LC-NE) system, which plays a critical role in arousal regulation and selective attention, has been shown to function atypically in ASD. While activity of the LC-NE system is associated with attentional disengagement and reorienting in typically developing (TD) individuals, it has not been determined whether atypical LC-NE activity relates to attentional disengagement impairments observed in ASD.ObjectiveTo examine the relationship between resting pupil diameter (an indirect measure of tonic LC-NE activation) and attentional disengagement in children with ASD.MethodsParticipants were 21 school-aged children with ASD and 20 age- and IQ-matched TD children. The study consisted of three separate experiments: a resting eye-tracking task and visual and auditory gap-overlap paradigms. For the resting eye-tracking task, pupil diameter was monitored while participants fixated a central crosshair. In the gap-overlap paradigms, participants were instructed to fixate on a central stimulus and then move their eyes to peripherally presented visual or auditory targets. Saccadic reaction times (SRT), percentage of no-shift trials, and disengagement efficiency were measured.ResultsChildren with ASD had significantly larger resting pupil size compared to their TD peers. The groups did not differ for overall SRT, nor were there differences in SRT for overlap and gap conditions between groups. However, the ASD group did evidence impairments in disengagement (larger step/gap effects, higher percentage of no-shift trials, and reduced disengagement efficiency) compared to their TD peers. Correlational analyses showed that slower, less efficient disengagement was associated with increased pupil diameter.ConclusionConsistent with prior reports, children with ASD show significantly larger resting pupil diameter, indicative of atypically elevated tonic LC-NE activity. Associations between pupil size and measures of attentional disengagement suggest that atypically increased tonic activation of the LC-NE system may be associated with poorer attentional disengagement in children with ASD.

Dance, Rhythm and Autism Spectrum Disorder: A Scoping Study

2020 ◽  
Author(s):  
Phoebe Morris ◽  
Ed Hope ◽  
Tom Foulsham ◽  
John Paul Mills
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Development ◽  
Therapeutic Potential ◽  
Research Question ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Social Relevance ◽  
Common Features ◽  
Children With Asd ◽  
Communications Skills

This topic of research moves the field of dance and movement therapy (DMT) into an area of clinical and social relevance by investigating the most beneficial features of rhythm and music for children diagnosed with Autism Spectrum Disorder (ASD). The current literature suggests that rhythm, used both inside and outside of DMT, can improve communication skills and social development in children with ASD. However, the optimum features of music and rhythm are ambiguous, consequently limiting the integration of rhythm-based interventions into practice. To answer the research question “What are the most common features of music and rhythm used by registered dance and movement therapists for children with ASD?”, we surveyed 113 registered dance and movement therapists, regarding the most common features of music and rhythm they used within their sessions with autistic children. Most dance and movement therapists used music that had a 4/4 time signature (64%), was moderato tempo (45%) and had lyrics (76%). Qualitative findings validated why these were the most common features of music and rhythm. These musical elements could regularly be integrated into new music and rhythm-based interventions targeting communications skills and social development for children with autism in order to improve their therapeutic potential.

scholarly journals Presence of Contagious Yawning in Children with Autism Spectrum Disorder

2013 ◽  
Vol 2013 ◽  
pp. 1-8 ◽  
Author(s):  
Saori Usui ◽  
Atsushi Senju ◽  
Yukiko Kikuchi ◽  
Hironori Akechi ◽  
Yoshikuni Tojo ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Typically Developing ◽  
Eye Tracker ◽  
Contagious Yawning ◽  
Children With Asd ◽  
The Face ◽  
And Control

Most previous studies suggest diminished susceptibility to contagious yawning in children with autism spectrum disorder (ASD). However, it could be driven by their atypical attention to the face. To test this hypothesis, children with ASD and typically developing (TD) children were shown yawning and control movies. To ensure participants' attention to the face, an eye tracker controlled the onset of the yawning and control stimuli. Results demonstrated that both TD children and children with ASD yawned more frequently when they watched the yawning stimuli than the control stimuli. It is suggested therefore that the absence of contagious yawning in children with ASD, as reported in previous studies, might relate to their weaker tendency to spontaneously attend to others' faces.

scholarly journals Using head-mounted eye tracking to examine visual and manual exploration during naturalistic toy play in children with and without autism spectrum disorder

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Julia R. Yurkovic ◽  
Grace Lisandrelli ◽  
Rebecca C. Shaffer ◽  
Kelli C. Dominick ◽  
Ernest V. Pedapati ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Visual Attention ◽  
Eye Tracking ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Children With Asd ◽  
Manual Exploration ◽  
Toy Play ◽  
Ability And Willingness

AbstractMultimodal exploration of objects during toy play is important for a child’s development and is suggested to be abnormal in children with autism spectrum disorder (ASD) due to either atypical attention or atypical action. However, little is known about how children with ASD coordinate their visual attention and manual actions during toy play. The current study aims to understand if and in what ways children with ASD generate exploratory behaviors to toys in natural, unconstrained contexts by utilizing head-mounted eye tracking to quantify moment-by-moment attention. We found no differences in how 24- to 48-mo children with and without ASD distribute their visual attention, generate manual action, or coordinate their visual and manual behaviors during toy play with a parent. Our findings suggest an intact ability and willingness of children with ASD to explore toys and suggest that context is important when studying child behavior.

The Influence of Language Context on Repetitive Speech Use in Children With Autism Spectrum Disorder

2020 ◽  
Vol 29 (1) ◽  
pp. 327-334 ◽  
Author(s):  
Allison Gladfelter ◽  
Cassidy VanZuiden
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Individual Characteristics ◽  
Receptive Vocabulary ◽  
Spectrum Disorder ◽  
School Age Children ◽  
Social Responsiveness ◽  
Contributing Factors ◽  
Children With Asd ◽  
Language Context

Purpose Although repetitive speech is a hallmark characteristic of autism spectrum disorder (ASD), the contributing factors that influence repetitive speech use remain unknown. The purpose of this exploratory study was to determine if the language context impacts the amount and type of repetitive speech produced by children with ASD. Method As part of a broader word-learning study, 11 school-age children with ASD participated in two different language contexts: storytelling and play. Previously collected language samples were transcribed and coded for four types of repetitive speech: immediate echolalia, delayed echolalia, verbal stereotypy, and vocal stereotypy. The rates and proportions of repetitive speech were compared across the two language contexts using Wilcoxon signed-ranks tests. Individual characteristics were further explored using Spearman correlations. Results The children produced lower rates of repetitive speech during the storytelling context than the play-based context. Only immediate echolalia differed between the two contexts based on rate and approached significance based on proportion, with more immediate echolalia produced in the play-based context than in the storytelling context. There were no significant correlations between repetitive speech and measures of social responsiveness, expressive or receptive vocabulary, or nonverbal intelligence. Conclusions The children with ASD produced less immediate echolalia in the storytelling context than in the play-based context. Immediate echolalia use was not related to social skills, vocabulary, or nonverbal IQ scores. These findings offer valuable insights into better understanding repetitive speech use in children with ASD.

scholarly journals Parents’ Perceptions of Early Interventions and Related Services for Children with Autism Spectrum Disorder in Saudi Arabia

2016 ◽  
Vol 9 (10) ◽  
pp. 128 ◽  
Author(s):  
Faihan Alotaibi ◽  
Nabil Almalki
Keyword(s):  
Autism Spectrum Disorder ◽  
Saudi Arabia ◽  
Early Intervention ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Early Interventions ◽  
Related Services ◽  
Children With Asd ◽  
The Government

<p class="apa">The present study sought to examine parents’ perceptions of early interventions and related services for children with autism spectrum disorder (ASD) in Saudi Arabia. In this study a survey was distributed to a sample of 80 parents with children who have ASD. Parents also were asked open-ended questions to enable them to provide suggestions. The findings indicate that parents have varying perceptions of early interventions and related services. However, they seem to agree that these services are important in assisting their children. Accordingly, parents have suggested that the government needs to increase these services by providing more centers for children with ASD in Saudi Arabia, providing more specialists to deal with children with ASD, promoting inclusion in regular schools and providing more information on early intervention.</p>

Sign in / Sign up

Export Citation Format

Share Document