Eye-Gaze Profiles of Children with Autism Spectrum Disorder in Relation to Fast-Mapping Abilities

Mark A.

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Eye-Gaze Profiles of Children with Autism Spectrum Disorder in Relation to Fast-Mapping Abilities

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Themes

ASD Autism Spectrum Disorder, TD Typically Developing child, children, eye tracking, cognitive process, communication skills, adaptation, language acquisition, autism

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Abstract

This research analyzes children with autism spectrum disorder (ASD) to their normally developing (TD) rivals in terms of their eye-gaze behavior and swift learning abilities. Using the Tobii 1750 eye-tracking instrument, twenty TD and ten ASD children, ages five to seven, were investigated. It was surprising to see that, although having fewer fixations and a shorter overall fixation time on novel stimuli, children with ASD were able to map information quickly enough to match that of TD children. These results challenge prior theories on ASD-related deficiencies in rapid learning. They imply that children with ASD may effectively learn new information in coordination with their TD peers, even in the presence of variations in their gaze patterns. Improving understanding of these cognitive processes may enable more individualized therapies for people with ASD, highlighting their aptitude for adaptability and learning.

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[...] The participants were allocated to a regime which was aimed at paving the way for a relaxed and comfortable situation and provided the setting that was most likely to help them overcome anxiety and related tensions (Crumrine & Self, 2023). This setup aided in the success as well as the validity of the study by demonstrating further participation and comfort of participants in addition to direct eye-tracking recordings. Four conditions were included in the experiment: image only: story, text only: story, image only: identification, and image/text paired tale: image/text separated identification. Eye-gaze data were gathered, and after a one-way ANOVA, Tukey HSD post hoc tests were used for analysis. [...]

[...] The survey by Crumrine and Self (year) looks into how children with TD and ASD look with their eyes in connection to quick mapping. It investigates if children with ASD vary from TD children in their eye-gaze patterns and quick mapping skills. Method The sample population used for the study was a group of ten children with autism spectrum disorder (ASD) and twenty other children with no disorder within the age group 5-7 years. Ethics was a key factor in all the procedures that were conducted following the university-approved guidelines acquired from the established Institutional Review Board (IRB). [...]

[...] Subsequent investigations have to go further in comprehending these mechanisms, investigating possible interventions that leverage this capacity, and evaluating how these understandings might be converted into useful therapeutic and educational strategies (Crumrine & Self, 2023). The field can get closer to creating more beneficial treatment options that enhance the quality of life for people with ASD, encouraging improved communication skills and social integration by filling in these gaps. In the end, this research path shows potential for expanding our knowledge of neurodevelopmental disorders and improving treatments to help people with ASD along their language development journey. References Crumrine, D. L., & Self, T. [...]

[...] Results In this eye-gaze pattern analysis study, the attentiveness of children with Autism Spectrum Disorder (ASD) while focusing on novel stimuli was compared with that of typically developing children. In the beginning, there wasn't any noticeable difference between the fixed stimuli time in which both groups initially looked. Consequently, both of the groups had similar involvement levels. Alternatively, dissimilarities were then reflected in subsequent behavior, and then the kids with ASD showed fewer fixations and shorter fixation duration on average (Crumrine & Self, 2023). [...]

[...] L. (2023). Eye-gaze Profiles of Children with Autism Spectrum Disorder in Relation to Fast-mapping Abilities. Journal of Communication Disorders and Assistive Technology 1-17. [...]

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