Social and joint attention during shared book reading in young autistic children: a potential marker for social development.
Background: Atypical patterns of social engagement and joint attention behaviors are diagnostic criteria for people with autism spectrum disorder. Experimental tasks using eye‐tracking methodologies have, however, shown inconsistent results. The development of tasks with greater ecological validity...
| Publicado en: | Journal of Child Psychology & Psychiatry Vol. 65; no. 11; pp. 1441 - 1453 |
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| Autores principales: | , , , , , , , |
| Formato: | Artículo |
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Wiley-Blackwell
Nov2024
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=180474827&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 180474827 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00219630 JYY jtl: Journal of Child Psychology & Psychiatry issn: 00219630 maglogo: Y pubinfo: dt: Nov2024 vid: 65 iid: 11 pid: 480 pub: Wiley-Blackwell artinfo: ui: 180474827 10.1111/jcpp.13993 ppf: 1441 ppct: 12 formats: tig: atl: Social and joint attention during shared book reading in young autistic children: a potential marker for social development. aug: au: Ambarchi, Zahava Boulton, Kelsie A. Thapa, Rinku Arciuli, Joanne DeMayo, Marilena M. Hickie, Ian B. Thomas, Emma E. Guastella, Adam J. affil: Clinic for Autism and Neurodevelopment Research (CAN Research), Brain and Mind Centre, Sydney Children's Hospital Westmead Clinical School, Faculty of Medicine and Health, The University of Sydney, Camperdown New South Wales,, Australia Caring Futures Institute, College of Nursing and Health Sciences, Flinders University, Adelaide South Australia,, Australia su: Reading Intellect Autism in children Task performance Attention Social skills Child development Interpersonal relations Intelligence tests Child behavior Social participation Children Asperger's syndrome in children Mathematical variables Prompts (Psychology) Statistical sampling Eye movement measurements Descriptive statistics Books One-way analysis of variance Video recording sug: subj: Reading Intellect Autism in children Task performance Attention Social skills Child development Interpersonal relations Intelligence tests Child behavior Social participation Children Book Stores Book stores and news dealers Book, periodical and newspaper merchant wholesalers Book, Periodical, and Newspaper Merchant Wholesalers Marketing Research and Public Opinion Polling Asperger's syndrome in children Mathematical variables Prompts (Psychology) Statistical sampling Eye movement measurements Descriptive statistics Books One-way analysis of variance Video recording keyword: autism child development eye tracking joint attention social attention autism child development eye tracking joint attention social attention ab: Background: Atypical patterns of social engagement and joint attention behaviors are diagnostic criteria for people with autism spectrum disorder. Experimental tasks using eye‐tracking methodologies have, however, shown inconsistent results. The development of tasks with greater ecological validity and relevance for developmentally appropriate social milestones has been identified as important for the field. Methods: We developed a novel, dynamic eye‐tracking task emulating a shared book reading (SBR) scenario. Four SBR videos of an adult reader engaging with the viewer while reading a children's picture book and including sequenced bids for joint attention were developed. Participants included 90 children (N = 56 autistic children, N = 34 neurotypical children; aged 3–12). Social attention was also measured in a live free play task between participants and an experimenter. Results: Compared to neurotypical children, autistic children displayed reduced attention to socially salient stimuli including the reader's face and picture book across SBR videos and during joint attention bids specifically. In contrast, they showed increased attention to nonsalient background stimuli compared to their neurotypical peers. These attention patterns in autistic children were associated with reduced verbal and nonverbal cognitive skills and increased symptoms associated with autism. Interestingly, positive correlations in the frequency of eye gaze between SBR and free play suggested a potential predictive value for social attention in live social interactions. Conclusions: Findings highlight the utility of SBR eye‐tracking tasks in understanding underlying divergences in social engagement and joint attention between autistic and neurotypical children. This commonly practiced early childhood activity may provide insights into the relationship between social engagement and learning to reveal how such attentional patterns might influence broader developmental and educational outcomes. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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