Journal
RESEARCH IN AUTISM SPECTRUM DISORDERS
Volume 17, Issue -, Pages 78-85Publisher
ELSEVIER SCI LTD
DOI: 10.1016/j.rasd.2015.06.007
Keywords
Eye tracking; Attention; Social interaction; Teaching; School; Special Education
Funding
- Bank of Sweden Tercentenary Foundation [P12-0270:1]
- Swedish Research Council in partnership
- FAS
- FORMAS
- VINNOVA [Cross-disciplinary research programme concerning children's and young people's mental health] [259-2012-24]
- ESF COST Action 'Enhancing the Scientific Study of Early Autism' (ESSEA) [BM1004]
- Niclas oberg Foundation
- EU MSCA (BRAINVIEW)
- Sallskapet Barnavard
- Swedish Foundation for Humanities and Social Sciences [P12-0270:1] Funding Source: Swedish Foundation for Humanities and Social Sciences
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Autism Spectrum Disorder (ASD) is characterized by socio-communicative impairments, and limited attention to other people's faces is thought to be an important underlying mechanism. Here, non-invasive eye-tracking technology was used to quantify the amount of time spent looking at another person's face during face-to-face communication in children with ASD (n = 13, age 6 years) and age and IQ-matched neurotypical children (n = 27, 6 years). We found that in one context of high ecological relevance - listening to an adult telling a children's story - children with ASD showed a markedly reduced tendency to look at the adult's face. In interactions between typical children and the adult, the amount of gaze to the other's face aligned between the two individuals. No such relation was found when the ASD group interacted with the adult. Despite these differences in the storytelling context, we also observed that social looking atypicalities did not generalize to another and more structured context, implying that social looking cannot not be considered fundamentally disrupted in children with ASD. (C) 2015 Elsevier Ltd. All rights reserved.
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