アイトラッカーによる自閉スペクトラム症児の共同注意の測定とその臨床的有用性  [in Japanese] Eye-Tracking Measure of Responsiveness to Joint Attention: Validity and Clinical Usefulness With Young Children With Autism Spectrum Disorder  [in Japanese]

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Author(s)

Abstract

Joint attention is one predictor of later social-communication behaviors of children with autism spectrum disorder. In the present study, joint attention behavior was divided into 2 categories: initiating joint attention (IJA), including the child's pointing, and responsiveness to joint attention (RJA), including gaze-following and pointing-following. Recently, research on eye-tracking responsiveness to joint attention in babies and toddlers has increased. However, we found few published studies that established the validity of eye-tracking assessment as a measure of responsiveness to joint attention. The present study evaluated the validity of an eye-tracking measure of responsiveness to joint attention by analyzing relations between eye-tracking measures and measures of joint attention, language skills, and symptoms of autism as reported by the parents of 60 young children with developmental disorders, including autism spectrum disorder. The correlations between the measures of parent-reported joint attention and the eye-tracking measures of responsiveness to joint attention were statistically significant. The present study thus supports the validity of eye-tracking measures of responsiveness to joint attention. The correlations among the eye-tracking measures of responsiveness to joint attention and the children's reported language skills and symptoms of autism were statistically significant, even when chronological age and developmental age were controlled. Eye-tracking may provide a useful measure of joint attention in young children, especially of responsiveness to joint attention, and may enable early detection of autism spectrum disorder in young children.

Journal

  • The Japanese Journal of Special Education

    The Japanese Journal of Special Education 55(4), 201-210, 2017

    The Japanese Association of Special Education

Codes

  • NII Article ID (NAID)
    130007616521
  • NII NACSIS-CAT ID (NCID)
    AN00172513
  • Text Lang
    JPN
  • ISSN
    0387-3374
  • NDL Article ID
    028933211
  • NDL Call No.
    Z7-314
  • Data Source
    NDL  J-STAGE 
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