Eye gaze differences in school scenes between preschool children and adolescents with high-functioning autism spectrum disorder and those with typical development.
Eye gaze differences in school scenes between preschool children and adolescents with high-functioning autism spectrum disorder and those with typical development.
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DOI：
10.1186/s13030-020-00203-w
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发表时间：
2021-01-18
影响因子：
2.1
通讯作者：
Kaneko K
中科院分区：
文献类型：
--
作者：
Ishizaki Y;Higuchi T;Yanagimoto Y;Kobayashi H;Noritake A;Nakamura K;Kaneko K
患有自闭症谱系障碍 (ASD) 的儿童可能会难以适应学前班或学校的日常生活，并可能出现心身症状。为了更好地了解患有自闭症谱系障碍 (ASD) 的学龄前儿童和青少年每天所经历的困难，本研究调查了自闭症谱系障碍 (ASD) 儿童和典型发育 (TD) 儿童在课堂环境中目光注视行为的差异。该研究评估了 30 名患有 ASD 的儿童和 49 名患有 TD 的儿童。向参与者展示了人脸图像和教室场景。当他们凝视视觉刺激的特定区域时，使用 iView X 系统进行眼球追踪来评估和比较两组之间的凝视时间持续时间。与患有TD的学龄前儿童相比，患有ASD的学龄前儿童注视教室图像中人脸的眼睛和老师所指的物体的时间较少。没有课堂经验的患有 TD 的学龄前儿童倾向于看课堂图像中老师所指的物体。患有自闭症谱系障碍的儿童不会看面部图像中的人眼或教室图像中指向的物体，这可能表明他们无法分析情况、理解课堂教学或在群体中采取适当行动。这表明自闭症儿童的这种凝视行为会导致社会适应不良和心身症状。注重共同注意力的治疗方法对于提高自闭症谱系障碍儿童适应社会环境的能力是可取的。
Children with autism spectrum disorder (ASD) may experience difficulty adapting to daily life in a preschool or school settings and are likely to develop psychosomatic symptoms. For a better understanding of the difficulties experienced daily by preschool children and adolescents with ASD, this study investigated differences in eye gaze behavior in the classroom environment between children with ASD and those with typical development (TD). The study evaluated 30 children with ASD and 49 children with TD. Participants were presented with images of a human face and a classroom scene. While they gazed at specific regions of visual stimuli, eye tracking with an iView X system was used to evaluate and compare the duration of gaze time between the two groups. Compared with preschool children with TD, preschool children with ASD spent less time gazing at the eyes of the human face and the object at which the teacher pointed in the classroom image. Preschool children with TD who had no classroom experience tended to look at the object the teacher pointed at in the classroom image. Children with ASD did not look at the human eyes in the facial image or the object pointed at in the classroom image, which may indicate their inability to analyze situations, understand instruction in a classroom, or act appropriately in a group. This suggests that this gaze behavior of children with ASD causes social maladaptation and psychosomatic symptoms. A therapeutic approach that focuses on joint attention is desirable for improving the ability of children with ASD to adapt to their social environment.
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影响因子：
4.6
作者：
Adamson, Lauren B.;Bakeman, Roger;Robins, Diana L.
通讯作者：
Robins, Diana L.
影响因子：
3.7
作者：
Higuchi T;Ishizaki Y;Noritake A;Yanagimoto Y;Kobayashi H;Nakamura K;Kaneko K
通讯作者：
Kaneko K
影响因子：
--
作者：
Klin, A;Jones, W;Cohen, D
通讯作者：
Cohen, D
影响因子：
3.9
作者：
Shaffer, Rebecca C.;Pedapati, Ernest V.;Erickson, Craig A.
通讯作者：
Erickson, Craig A.
影响因子：
--
作者：
Pierce K;Conant D;Hazin R;Stoner R;Desmond J
通讯作者：
Desmond J