Eye-Tracking Analysis of Attention to an Electronic Storybook for Minimally Verbal Children with Autism Spectrum Disorder

Autor/inn/en	Thompson, Julie L.; Plavnick, Joshua B.; Skibbe, Lori E.
Titel	Eye-Tracking Analysis of Attention to an Electronic Storybook for Minimally Verbal Children with Autism Spectrum Disorder
Quelle	In: Journal of Special Education, 53 (2019) 1, S.41-50 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thompson, Julie L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466918796504
Schlagwörter	Electronic Publishing; Eye Movements; Autism; Pervasive Developmental Disorders; Individualized Instruction; Young Children; Language Impairments; Stimuli; Attention; Pictorial Stimuli; Printed Materials; Elementary School Students; Preschool Children + Suchen Sie Ihr Suchwort? Elektronisches Publizieren; Augenbewegung; Autismus; Individualisierender Unterricht; Frühe Kindheit; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Anreizsystem; Aufmerksamkeit; Fantasieanregung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	E-books may be particularly useful for differentiating instruction across a wide range of learners including those with autism spectrum disorder who are minimally verbal (MV-ASD). But the extent to which children with MV-ASD benefit from e-book instruction is unknown. Using eye-tracking equipment and software, we measured the duration of attention to print and pictures when presented with an e-book of 10 elementary-aged prereading children with MV-ASD and five prereading children with typical development. Furthermore, we analyzed eye-gaze duration, left-to-right gaze, and point-to-point correspondence from word to picture across different e-book stimuli (e.g., highlighting text, read-aloud). Results indicated different duration of attending to pictures and print between typically developing children and children with ASD. Although there were some indications that differing stimuli may influence attention to salient e-book components, most notable was that children with MV-ASD attended very little to literacy concepts within the e-book. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01