Abstract Homophily, the tendency for individuals to preferentially interact with others similar to themselves is typically documented via self-report and, for children, adult report. Few studies have investigated homophily directly using objective measures of social movement. We quantified homophily in children with developmental disabilities (DD) and typical development (TD) using objective measures of position/orientation in preschool inclusion classrooms, designed to promote interaction between these groups of children. Objective measurements were collected using ultra-wideband radio-frequency tracking to determine social approach and social contact, measures of social movement and interaction. Observations of 77 preschoolers (47 with DD, and 30 TD) were conducted in eight inclusion classrooms on a total of 26 days. We compared DD and TD groups with respect to how children approached and shared time in social contact with peers using mixed-effects models. Children in concordant dyads (DD-DD and TD-TD) both moved toward each other at higher velocities and spent greater time in social contact than discordant dyads (DD-TD), evidencing homophily. DD-DD dyads spent less time in social contact than TD-TD dyads but were comparable to TD-TD dyads in their social approach velocities. Children’s preference for similar peers appears to be a pervasive feature of their naturalistic interactions.
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Automated measures of vocal interactions and engagement in inclusive preschool classrooms
Classroom engagement plays a crucial role in preschoolers' development, yet the correlates of engagement, especially among children with autism spectrum disorder (ASD) and developmental delays (DD), remains unknown. This study examines levels of engagement with classroom social partners and tasks among children in three groups ASD, DD, and typical development (TD). Here, we asked whether children's vocal interactions (vocalizations to and from peers and teachers) were associated with their classroom engagement with social partners (peers and teachers) and with tasks, and whether the association between classroom engagement and vocal interactions differed between children in the ASD group and their peers in the DD and TD groups. Automated measures of vocalizations and location quantified children's vocal interactions with peers and teachers over the course of the school year. Automated location and vocalization data were used to capture both (1) children's vocal output to specific peers and teachers, and (2) the vocal input they received from those peers and teachers. Participants were 72 3–5‐year‐olds (Mage = 48.6 months, SD = 7.0, 43% girls) and their teachers. Children in the ASD group displayed lower engagement with peers, teachers, and tasks than children in the TD group; they also showed lower engagement with peers than children in the DD group. Overall, children's own vocalizations were positively associated with engagement with social partners. Thus, although children in the ASD group tend to have lower engagement scores than children in the TD group, active participation in vocal interactions appears to support their classroom engagement with teachers and peers.
more » « less- Award ID(s):
- 2150830
- PAR ID:
- 10439025
- Publisher / Repository:
- Wiley Blackwell (John Wiley & Sons)
- Date Published:
- Journal Name:
- Autism Research
- Volume:
- 16
- Issue:
- 8
- ISSN:
- 1939-3792
- Page Range / eLocation ID:
- p. 1586-1599
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Abstract To improve early identification of autism spectrum disorder (ASD), we need objective, reliable, and accessible measures. To that end, a previous study demonstrated that a tablet‐based application (app) that assessed several autism risk behaviors distinguished between toddlers with ASD and non‐ASD toddlers. Using vocal data collected during this study, we investigated whether vocalizations uttered during administration of this app can distinguish among toddlers aged 16–31 months with typical development (TD), language or developmental delay (DLD), and ASD. Participant's visual and vocal responses were recorded using the camera and microphone in a tablet while toddlers watched movies designed to elicit behaviors associated with risk for ASD. Vocalizations were then coded offline. Results showed that (a) children with ASD and DLD were less likely to produce words during app administration than TD participants; (b) the ratio of syllabic vocalizations to all vocalizations was higher among TD than ASD or DLD participants; and (c) the rates of nonsyllabic vocalizations were higher in the ASD group than in either the TD or DLD groups. Those producing more nonsyllabic vocalizations were 24 times more likely to be diagnosed with ASD. These results lend support to previous findings that early vocalizations might be useful in identifying risk for ASD in toddlers and demonstrate the feasibility of using a scalable tablet‐based app for assessing vocalizations in the context of a routine pediatric visit.
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Autism Res 2020, 13: 1373–1382 -
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Young children with autism spectrum disorder (ASD) look less toward faces compared to their non‐ASD peers, limiting access to social learning. Currently, no technologies directly target these core social attention difficulties. This study examines the feasibility of automated gaze modification training for improving attention to faces in 3‐year‐olds with ASD. Using free‐viewing data from typically developing (TD) controls (
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Children diagnosed with autism spectrum disorder (ASD) typically work towards acquiring skills to participate in a regular classroom setting such as attending and appropriately responding to an instructor’s requests. Social robots have the potential to support children with ASD in learning group-interaction skills. However, the majority of studies that target children with ASD’s interactions with social robots have been limited to one-on-one interactions. Group interaction sessions present unique challenges such as the unpredictable behaviors of the other children participating in the group intervention session and shared attention from the instructor. We present the design of a robot-mediated group interaction intervention for children with ASD to enable them to practice the skills required to participate in a classroom. We also present a study investigating differences in children's learning behaviors during robot-led and human-led group interventions over multiple intervention sessions. Results of this study suggests that children with ASD's learning behaviors are similar during human and robot instruction. Furthermore, preliminary results of this study suggest that a novelty effect was not observed when children interacted with the robot over multiple sessions.more » « less
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