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1. Promoting social attention in 3‐year‐olds with ASD through gaze‐contingent eye tracking

   https://doi.org/10.1002/aur.2199  

   Wang, Quan ; Wall, Carla A. ; Barney, Erin C. ; Bradshaw, Jessica L. ; Macari, Suzanne L. ; Chawarska, Katarzyna ; Shic, Frederick ( August 2019 , Autism Research)

   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 (n = 41), we implemented gaze‐contingent adaptive cueing to redirect children with ASD toward normative looking patterns during viewing of videos of an actress. Children with ASD were randomly assigned to either (a) an adaptive Cue condition (Cue,n = 16) or (b) a No‐Cue condition (No‐Cue,n = 19). Performance was examined at baseline, during training, and post‐training, and contrasted with TD controls (n = 23). Proportion of time looking at the screen (%Screen) and at actresses' faces (%Face) was analyzed. At Pre‐Training, Cue and No‐Cue groups did not differ in %Face (P > 0.1). At Post‐Training, the Cue group had higher %Face than the No‐Cue group (P = 0.015). In the No‐Cue group %Face decreased Pre‐ to Post‐Training; no decline was observed in the Cue group. These results suggest gaze‐contingent training effectively mitigated decreases of attention toward the face of onscreen social characters in ASD. Additionally, larger training effects were observed in children with lower nonverbal ability, suggesting a gaze‐contingent approach may be particularly relevant for children with greater cognitive impairment. This work represents development toward new social attention therapeutic systems that could augment current behavioral interventions.Autism Res2020, 13: 61–73. © 2019 International Society for Autism Research, Wiley Periodicals, Inc.

   In this study, we leverage a new technology that combines eye tracking and automatic computer programs to help very young children with ASD look at social information in a more prototypical way. In a randomized controlled trial, we show that the use of this technology prevents the diminishing attention toward social information normally seen in children with ASD over the course of a single experimental session. This work represents development toward new social attention therapeutic systems that could augment current behavioral interventions.

    

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2. A Six‐Minute Measure of Vocalizations in Toddlers with Autism Spectrum Disorder

   https://doi.org/10.1002/aur.2293  

   Tenenbaum, Elena J. ; Carpenter, Kimberly L. H. ; Sabatos‐DeVito, Maura ; Hashemi, Jordan ; Vermeer, Saritha ; Sapiro, Guillermo ; Dawson, Geraldine ( March 2020 , Autism Research)

   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.

   Although parents often report symptoms of autism spectrum disorder (ASD) in infancy, we are not yet reliably diagnosing ASD until much later in development. A previous study tested a tablet‐based application (app) that recorded behaviors we know are associated with ASD to help identify children at risk for the disorder. Here we measured how children vocalize while they watched the movies presented on the tablet. Children with ASD were less likely to produce words, less likely to produce speechlike sounds, and more likely to produce atypical sounds while watching these movies. These measures, combined with other behaviors measured by the app, might help identify which children should be evaluated for ASD.Autism Res2020, 13: 1373–1382. © 2020 International Society for Autism Research, Wiley Periodicals, Inc.

    

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3. Objective quantification of homophily in children with and without disabilities in naturalistic contexts

   https://doi.org/10.1038/s41598-023-27819-6  

   Banarjee, Chitra ; Tao, Yudong ; Fasano, Regina M. ; Song, Chaoming ; Vitale, Laura ; Wang, Jue ; Shyu, Mei-Ling ; Perry, Lynn K. ; Messinger, Daniel S. ( December 2023 , Scientific Reports)

   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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4. What categorical induction variability reveals about typical and atypical development

   https://doi.org/10.1017/S0305000920000392  

   TECOULESCO, Lisa ; FEIN, Deborah ; NAIGLES, Letitia R. ( May 2021 , Journal of Child Language)

   null (Ed.)

   Abstract Categorical induction abilities are robust in typically developing (TD) preschoolers, while children with Autism Spectrum Disorders (ASD) frequently perform inconsistently on tasks asking for the transference of traits from a known category member to a new example based on shared category membership. Here, TD five-year-olds and six-year-olds with ASD participated in a categorical induction task; the TD children performed significantly better and more consistently than the children with ASD. Concurrent verbal and nonverbal tests were not significant correlates; however, the TD children's shape bias performance at two years of age was significantly positively predictive of categorical induction performance at age five. The shape bias, the tendency to extend a novel label to other objects of the same shape during word learning, appears linked with categorical induction ability in TD children, suggesting a common underlying skill and consistent developmental trajectory. Word learning and categorical induction appear uncoupled in children with ASD. 

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5. Objectively measured teacher and preschooler vocalizations: Phonemic diversity is associated with language abilities

   https://doi.org/10.1111/desc.13177  

   Mitsven, Samantha G. ; Perry, Lynn K. ; Tao, Yudong ; Elbaum, Batya E. ; Johnson, Neil F. ; Messinger, Daniel S. ( October 2021 , Developmental Science)

   Over half of US children are enrolled in preschools, where the quantity and quality of language input from teachers are likely to affect children's language development. Leveraging repeated objective measurements, we examined the rate per minute and phonemic diversity of child and teacher speech‐related vocalizations in preschool classrooms and their association with children's end‐of‐year receptive and expressive language abilities measured with the Preschool Language Scales (PLS‐5). Phonemic diversity was computed as the number of unique consonants and vowels in a speech‐related vocalization. We observed three successive cohorts of 2.5–3.5‐year‐old children enrolled in an oral language classroom that included children with and without hearing loss (N = 29, 16 girls, 14 Hispanic). Vocalization data were collected using child‐worn audio recorders over 34 observations spanning three successive school years, yielding 21.53 mean hours of audio recording per child. The rate of teacher vocalizations positively predicted the rate of children's speech‐related vocalizations while the phonemic diversity of teacher vocalizations positively predicted the phonemic diversity of children's speech‐related vocalizations. The phonemic diversity of children's speech‐related vocalizations was a stronger predictor of end‐of‐year language abilities than the rate of children's speech‐related vocalizations. Mediation analyses indicated that the phonemic diversity of teacher vocalizations was associated with children's receptive and expressive language abilities to the extent that it influenced the phonemic diversity of children's own speech‐related vocalizations. The results suggest that qualitatively richer language input expands the phonemic diversity of children's speech, which in turn is associated with language abilities.

    

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