ArticleBioPsychoSocial medicine2021
Eye gaze differences in school scenes between preschool children and adolescents with high-functioning autism spectrum disorder and those with typical development.
Article in BioPsychoSocial medicine, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed.
- Autism spectrum disorder across the lifespan: Dynamic symptom trajectories and multidimensional support framework.Molecular psychiatry · 2026Review
- A novel multi-modal model to assist the diagnosis of autism spectrum disorder using eye-tracking data.Health information science and systems · 2024Article
- Assessment of Sensory Processing Issues in Children with Neurodevelopmental Disorders and Experiences of Maltreatment.Children (Basel, Switzerland) · 2024Article
- A Preliminary Study of Assessing Gaze, Interoception and School Performance among Children with Neurodevelopmental Disorders: The Feasibility of VR Classroom.Children (Basel, Switzerland) · 2022Article
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7 authors.
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Abstract
backgroundChildren 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).
methodsThe 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.
resultsCompared 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.
conclusionChildren 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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