Gaze performance in children with autism spectrum disorder when observing communicative actions.
In toddlers with autism, slower and less accurate gaze following tracks with lower communication and verbal scores.
01Research in Context
What this study did
Researchers watched 2- to young learners with and without autism. They used eye-tracking cameras while kids looked at videos of people pointing or looking at toys.
The team measured how fast and how accurately each child followed the gaze. They also gave tests for language and daily living skills.
What they found
Kids with autism were slower to shift their eyes and less accurate when following someone else's gaze.
For children with autism, poorer accuracy went hand-in-hand with lower communication scores. Slower eye shifts matched lower verbal IQ scores.
How this fits with other research
Bigham et al. (2013) ran a similar lab task and got the same basic result: autistic preschoolers lag in gaze following. The new twist here is linking the lag to real-world communication scores.
Wan et al. (2019) took the same eye-tracking data and built a 10-second screener that spots autism with a large share accuracy. Falck-Ytter et al. (2012) gives the groundwork for that tool by showing which gaze measures matter.
Muth et al. (2014) adds that autistic kids also miss the boost most kids get after seeing two people make eye contact. Together, the studies say: check both accuracy and the social context cues.
Why it matters
If a child with autism struggles to follow your gaze, expect weaker daily communication skills. Use quick eye-tracking games or simple pointing tasks during intake. Note both speed and accuracy—these two numbers can flag kids who need extra social attention training.
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02At a glance
03Original abstract
The main purpose of this eye tracking study was to map the correlates of gaze performance in a brief test of spontaneous gaze and point-gesture following in young children with autistic disorder (AD), Pervasive developmental disorder-not otherwise specified (PDD-NOS), or typical development (TD). Gaze measures included the children's spontaneous tendency to look at the correct (attended) toy, and the latency of their correct responses. In addition to group differences (AD vs. TD), we found that in AD, accuracy of performance was specifically related to adaptive communication skills. The study also indicated that the latency of correct gaze shifts is related to verbal intelligence. These results have direct implications for our understanding of (responsive) joint attention impairments in AD.
Journal of autism and developmental disorders, 2012 · doi:10.1007/s10803-012-1471-6