Visual Attention in Joint Attention Bids: A Comparison Between Toddlers with Autism Spectrum Disorder and Typically Developing Toddlers.

IF 3.2 2区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL Journal of Autism and Developmental Disorders Pub Date : 2025-02-01 Epub Date: 2024-02-12 DOI:10.1007/s10803-023-06224-y
Selda Ozdemir, Isik Akin-Bulbul, Erol Yildiz
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Abstract

Impairments in joint attention are considered core symptoms of autism spectrum disorder (ASD) and are crucial for early assessment and intervention. However, existing information about visual attention during joint attention and its relation to developmental functioning is limited. The current study investigated the visual attention differences between toddlers with ASD and typically developing (TD) toddlers during single and multiple joint attention cue conditions. This study further examined whether visual attention in joint attention Area of Interests (AOIs) is related to cognitive, language, and motor development in participants. Participants included 56 toddlers with ASD and 56 TD toddlers, aged 18-36 months. A passive viewing paradigm was used to assess participants' visual attention across four different joint attention conditions. Study results showed that toddlers with ASD displayed limited visual attention towards joint attention AOIs, Target, Face, and Target and Face AOIs, in all conditions. As the joint attention cues increased from Condition 1 to Condition 4, toddlers with ASD showed increased visual attention directed towards the Target AOI over the Face AOI. Moreover, increased visual attention on the joint attention AOIs was associated with improved cognitive and language development in toddlers with ASD. This research broadens our understanding of the positive relationships between visual attention to joint attention AOIs and cognitive as well as language development in toddlers with ASD, suggesting that early interventions targeting joint attention may offer promising pathways for treatment.

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联合注意力竞标中的视觉注意力:自闭症谱系障碍幼儿与发育正常幼儿的比较。
联合注意力障碍被认为是自闭症谱系障碍(ASD)的核心症状,对于早期评估和干预至关重要。然而,有关联合注意力期间的视觉注意力及其与发育功能的关系的现有信息非常有限。本研究调查了自闭症谱系障碍(ASD)学步儿童与典型发育(TD)学步儿童在单个和多个联合注意力线索条件下的视觉注意力差异。本研究还进一步探讨了联合注意力兴趣区(AOIs)中的视觉注意力是否与参与者的认知、语言和运动发展有关。研究对象包括 56 名患有 ASD 的幼儿和 56 名患有 TD 的幼儿,年龄在 18-36 个月之间。研究采用被动观看范式,评估参与者在四种不同联合注意力条件下的视觉注意力。研究结果表明,在所有条件下,患有 ASD 的幼儿对联合注意的 AOIs、目标、脸部以及目标和脸部 AOIs 都表现出有限的视觉注意力。从条件 1 到条件 4,随着联合注意线索的增加,ASD 幼儿对目标 AOI 的视觉注意超过了对脸部 AOI 的视觉注意。此外,对联合注意力AOIs的视觉注意力的增加与患有ASD的幼儿认知和语言发展的改善有关。这项研究拓宽了我们对共同注意AOIs的视觉注意力与患有ASD的幼儿认知和语言发展之间积极关系的理解,表明针对共同注意的早期干预可能会提供有前景的治疗途径。
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来源期刊
CiteScore
8.00
自引率
10.30%
发文量
433
期刊介绍: The Journal of Autism and Developmental Disorders seeks to advance theoretical and applied research as well as examine and evaluate clinical diagnoses and treatments for autism and related disabilities. JADD encourages research submissions on the causes of ASDs and related disorders, including genetic, immunological, and environmental factors; diagnosis and assessment tools (e.g., for early detection as well as behavioral and communications characteristics); and prevention and treatment options. Sample topics include: Social responsiveness in young children with autism Advances in diagnosing and reporting autism Omega-3 fatty acids to treat autism symptoms Parental and child adherence to behavioral and medical treatments for autism Increasing independent task completion by students with autism spectrum disorder Does laughter differ in children with autism? Predicting ASD diagnosis and social impairment in younger siblings of children with autism The effects of psychotropic and nonpsychotropic medication with adolescents and adults with ASD Increasing independence for individuals with ASDs Group interventions to promote social skills in school-aged children with ASDs Standard diagnostic measures for ASDs Substance abuse in adults with autism Differentiating between ADHD and autism symptoms Social competence and social skills training and interventions for children with ASDs Therapeutic horseback riding and social functioning in children with autism Authors and readers of the Journal of Autism and Developmental Disorders include sch olars, researchers, professionals, policy makers, and graduate students from a broad range of cross-disciplines, including developmental, clinical child, and school psychology; pediatrics; psychiatry; education; social work and counseling; speech, communication, and physical therapy; medicine and neuroscience; and public health.
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