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

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Title: Eye-Tracking Analysis of Attention to an Electronic Storybook for Minimally Verbal Children With Autism Spectrum Disorder.
Authors: Thompson, Julie L., Plavnick, Joshua B., Skibbe, Lori E.
Source: Journal of Special Education. May2019, Vol. 53 Issue 1, p41-50. 10p.
Subjects: Eye tracking, Children, Autism spectrum disorders, Electronic books, Computer software, Reading (Early childhood), Pre-reading experiences
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. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Special Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Eye-Tracking Analysis of Attention to an Electronic Storybook for Minimally Verbal Children With Autism Spectrum Disorder.
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  Data: <searchLink fieldCode="AR" term="%22Thompson%2C+Julie+L%2E%22">Thompson, Julie L.</searchLink><br /><searchLink fieldCode="AR" term="%22Plavnick%2C+Joshua+B%2E%22">Plavnick, Joshua B.</searchLink><br /><searchLink fieldCode="AR" term="%22Skibbe%2C+Lori+E%2E%22">Skibbe, Lori E.</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Special+Education%22">Journal of Special Education</searchLink>. May2019, Vol. 53 Issue 1, p41-50. 10p.
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  Data: <searchLink fieldCode="DE" term="%22Eye+tracking%22">Eye tracking</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Autism+spectrum+disorders%22">Autism spectrum disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+books%22">Electronic books</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+software%22">Computer software</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+%28Early+childhood%29%22">Reading (Early childhood)</searchLink><br /><searchLink fieldCode="DE" term="%22Pre-reading+experiences%22">Pre-reading experiences</searchLink>
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Special Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=135929228
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        Value: 10.1177/0022466918796504
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        Text: English
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        Type: general
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      – SubjectFull: Autism spectrum disorders
        Type: general
      – SubjectFull: Electronic books
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      – SubjectFull: Computer software
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      – SubjectFull: Reading (Early childhood)
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              Text: May2019
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