Social Referencing Gaze Behavior During a Videogame Task: Eye Tracking Evidence from Children With and Without ASD

Effect of Object on Kinesthetic Motor Imagery in Autism Spectrum Disorder: A Pilot Study Based on Eye-Tracking Methodology

Introduction

Social disturbance is a significant autism spectrum disorder (ASD) symptom. Action representation, which is a fundamental component of social interaction, can be investigated through kinesthetic motor imagery (KMI). KMI has been commonly studied with the well-developed laterality judgment paradigm, wherein participants are required to discriminate the laterality of a hand rotated by different angles along one or more axes. Here, we investigated the KMI processing in individuals with ASD by hand laterality judgment paradigm with eye-tracking methodology.

Methods

The current study included 22 participants with ASD and 22 typical developing (TD) peers matched for age, gender, and intelligence. Participants were asked to judge the laterality of hand-with-tooth brush images.

Results

Compared to the TD controls, individuals with ASD performed KMI with lower accuracy and longer response time in both correct and incorrect action conditions. The incorrect action representation had greater effect on KMI for individuals with ASD. Differences in eye-movement patterns were also observed, characterized by individuals with ASD were more focused on the object area while TD peers were more focused on the hand area.

Conclusion

Results suggest that while altered KMI performance was observed, the incorrect action representation elicited more engagement of KMI in both groups. The object-centered eye-movement pattern may contribute to the refine of motor simulation intervention for individuals with ASD.

Investigating Visual Perception Impairments through Serious Games and Eye Tracking to Anticipate Handwriting Difficulties

Dysgraphia is a learning disability that causes handwritten production below expectations. Its diagnosis is delayed until the completion of handwriting development. To allow a preventive training program, abilities not directly related to handwriting should be evaluated, and one of them is visual perception. To investigate the role of visual perception in handwriting skills, we gamified standard clinical visual perception tests to be played while wearing an eye tracker at three difficulty levels. Then, we identified children at risk of dysgraphia through the means of a handwriting speed test. Five machine learning models were constructed to predict if the child was at risk, using the CatBoost algorithm with Nested Cross-Validation, with combinations of game performance, eye-tracking, and drawing data as predictors. A total of 53 children participated in the study. The machine learning models obtained good results, particularly with game performances as predictors (F1 score: 0.77 train, 0.71 test). SHAP explainer was used to identify the most impactful features. The game reached an excellent usability score (89.4 ± 9.6). These results are promising to suggest a new tool for dysgraphia early screening based on visual perception skills.

Motor Functional Characteristics in Attention-Deficit/Hyperactivity Disorder and Autism Spectrum Disorders: A Systematic Review

BACKGROUND

The development of attention-deficit/hyperactivity disorder (ADHD) and autism spectrum disorders (ASDs) has various influences on physical abilities. Identification of specific physical abilities of people with ADHD/ASDs as biomarkers for diagnosing these conditions is necessary. Therefore, in the present review, we aimed firstly to extract the difference in physical abilities of people with ADHD or ASDs compared to those of normal individuals. Secondly, we aimed to extract the specific physical ability characteristics for identifying potential diagnostic biomarkers in people with ADHD/ASDs.

METHODS

A systematic literature review was performed. The databases were searched for relevant articles on motor function deficits and characteristics of ADHD or ASD.

RESULTS

Forty-one cross-sectional studies and three randomized controlled trials were identified, comprising 33 studies of ADHD, 10 studies of ASDs, and 1 study of both ADHD and ASDs. The quality of studies varied. Three types of physical activities/exercises were identified, including coordinated movement, resistance-type sports, and aerobic-type sports. People with ADHD/ASDs generally exhibited poorer physical abilities for all types of activities, possibly because of low levels of physical activity. Specifically, we found temporal discoordination of movement in ADHD and integration or synchronization of separate movements in ASDs.

CONCLUSION

Specific deficits in physical ability may be attributed to ADHD/ASDs. However, there is not enough research on the physical abilities of people with ADHD and ASDs to clarify the specific deficits. Investigation of specific motor functions that characterize ADHD/ASDs should be facilitated.

Assessing the effect of playing games on the behavior of ASD and TD children

Purpose

Previous researches point that children with Autism Spectrum Disorder (ASD) show particular interests in computers and other multimedia electronics (Mazurek et al., 2012). Experts in pediatric care contemplate the possibility of exploiting this relationship to inform the interventions among children with Autism. This paper aims to explore how video games can be used to aid the cognitive and social development among children with ASD and typically developing children (TDC).

Design/methodology/approach

The study design used was experimental, with 112 children as the main participants. The researchers watched the behaviors of the children through controlled observation as they compared the behaviors with their established models. In this case, the structured models worked as the control group in the experiment. To understand the relationship between the variables: exposure to video games and children's social interactions, the researchers used multiple linear regression analysis, ANOVA and correlation coefficients

Findings

The predictor model was effective because it accounted for at least 26% of the variation in the dependent variables at a statistical significance level of p < 0.000. Other than the structured models, there were also individual predictors, which also established that when families played games with children, the children tended to calm down their negative behaviors. Hence, family playing games with children can help ease the symptoms of children with ASD and TDC at (t = 2.631, 4.180 and 0.024, p = 0.05). However, the duration of watching or playing the games did not contribute to children negative behavior such as poor school performance, failing to complete homework, playing games past bedtime and feeling agitated or isolated.

Originality/value

To the best of the authors’ knowledge, this paper is original, and it is first to report the findings of this type of study. This research used unique sample sizes and variables, though within the existing theoretical framework of social science experiments. All borrowed ideas have properly been cited to original owners’ efforts.

What Can Eye Movements Tell Us about Subtle Cognitive Processing Differences in Autism?

Autism spectrum disorder (ASD) is neurodevelopmental condition principally characterised by impairments in social interaction and communication, and repetitive behaviours and interests. This article reviews the eye movement studies designed to investigate the underlying sampling or processing differences that might account for the principal characteristics of autism. Following a brief summary of a previous review chapter by one of the authors of the current paper, a detailed review of eye movement studies investigating various aspects of processing in autism over the last decade will be presented. The literature will be organised into sections covering different cognitive components, including language and social communication and interaction studies. The aim of the review will be to show how eye movement studies provide a very useful on-line processing measure, allowing us to account for observed differences in behavioural data (accuracy and reaction times). The subtle processing differences that eye movement data reveal in both language and social processing have the potential to impact in the everyday communication domain in autism.

"To Be Quite Honest, If It Wasn't for Videogames I Wouldn't Have a Social Life at All": Motivations of Young Adults With Autism Spectrum Disorder for Playing Videogames as Leisure

PURPOSE

Leisure activities are underutilized as a context for intervention in the field of speech-language pathology despite the fact that leisure can be an important context for skill development. The current study investigated the perceptions of individuals with autism spectrum disorder (ASD) who play videogames as their primary leisure activity regarding the role of videogames in their lives and their motivations for playing videogames.

METHOD

Qualitative interview methodology was used to investigate the experiences of 10 18-24-year-olds with ASD. Information was collected about the role of videogames in the lives of adolescents and young adults with ASD and the perceived benefits of playing videogames.

RESULTS

Results indicated the participants perceived playing videogames to have a positive impact on their lives and their development. The motivations for playing videogames described are similar to those reported by typically developing populations.

CONCLUSIONS

Videogaming is a popular leisure pursuit for adolescents and young adults with and without ASD. Speech-language pathologists should consider how videogame play may be a useful context for teaching new communication, social, and language.