Skip to main content
Mijn bibliotheek
Shop
Nieuws Boeken Tijdschriften Toetsvragen Web-tv Video Audio
Tips voor Mijn BSL
Inloggen

Welkom bij THIM Hogeschool voor Fysiotherapie & Bohn Stafleu van Loghum

THIM Hogeschool voor Fysiotherapie heeft ervoor gezorgd dat je Mijn BSL eenvoudig en snel kunt raadplegen. Je kunt je links eenvoudig registreren. Met deze gegevens kun je thuis, of waar ook ter wereld toegang krijgen tot Mijn BSL. Heb je een vraag, neem dan contact op met helpdesk@thim.nl.

» Andere revante producten voor THIM studenten en medewerkers.

Registreer

Om ook buiten de locaties van THIM, thuis bijvoorbeeld, van Mijn BSL gebruik te kunnen maken, moet je jezelf eenmalig registreren. Dit kan alleen vanaf een computer op een van de locaties van THIM.

Eenmaal geregistreerd kun je thuis of waar ook ter wereld onbeperkt toegang krijgen tot Mijn BSL.

Login

Als u al geregistreerd bent, hoeft u alleen maar in te loggen om onbeperkt toegang te krijgen tot Mijn BSL.

Inloggen
Top
Journal of Autism and Developmental Disorders
Gepubliceerd in:

28-04-2021 | Original Paper

The Effects of Storytelling With or Without Social Contextual Information Regarding Eye Gaze and Visual Attention in Children with Autistic Spectrum Disorder and Typical Development: A Randomized, Controlled Eye-Tracking Study

Auteurs: Wilson Y. F. TANG, Kenneth N. K. FONG, Raymond C. K. CHUNG

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 3/2022

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail
    Link delen
publish
Publiceer nu

Abstract

This study examined the effects of storytelling with or without contextual information on children with autism spectrum disorder (ASD) and typical development (TD) using eye-tracker. They were randomized into two groups—the stories included and did not include social contextual information respectively. Training was delivered in groups, with eight sessions across four weeks, 30 min/session. Participants’ fixation duration, visit duration, and fixation count on human faces from 20 photos and a video were recorded. Our findings revealed that storytelling with social contextual information enhanced participants’ eye gazes on eyes/ faces in static information (photos) for both children with ASD and TD, but the same advantage could not be seen for children with ASD in regard to dynamic information (videos).
Clinical Trial Registration Number (URL: http://​www.​clinicaltrials.​gov): NCT04587557
vorige artikel Comparison of Adaptive Functioning Measures in Adolescents with Autism Spectrum Disorder Without Intellectual Disability
volgende artikel Classroom Teachers’ Implementation of the Social Stations Intervention to Improve the Verbal Initiations and Responses of Students with Autism
Literatuur
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders: DSM-5. (5th ed.). American Psychiatric Association.CrossRef
Arango-Lasprilla, J. C., Rivera, D., Ramos-Usuga, D., Vergara-Moragues, E., Montero-López, E., Adana Díaz, L. A., Aguayo Arelis, A., García-Guerrero, C. E., García de la Cadena, C., Llerena Espezúa, X., Lara, L., Padilla-López, A., Rodriguez-Irizarry, W., Alcazar Tebar, C., Irías Escher, M. J., Llibre Guerra, J. J., Torales Cabrera, N., Rodríguez-Agudelo, Y., & Ferrer-Cascales, R. (2017). Trail making test: Normative data for the Latin American Spanish-speaking pediatric population. NeuroRehabilitation, 41(3), 627–637CrossRef
Bader, R. (2006). Using Social Stories to increase emotion recognition and labeling in school-age children with autism. Unpublished doctoral dissertation, Alliant International University, California School of Professional Psychology, San Francisco.
Bialystok, E. (2010). Global-local and trail-making tasks by monolingual and bilingual children. Developmental Psychology, 46(1), 93–105CrossRef
Chawarska, K., Macari, S., & Shic, F. (2013). Decreased spontaneous attention to social scenes in 6-month-old infants later diagnosed with autism spectrum disorders. Biological Psychiatry, 74(3), 195–203CrossRef
Csibra, G., & Gergely, G. (2006). Social learning and social cognition: The case for pedagogy. Attention and Performance XXI, 21, 249–274
Dugbartey, A. T., Townes, B. D., & Mahurin, R. K. (2000). Equivalence of the color trails test and trail making test in nonnative English-speakers. Archives of Clinical Neuropsychology, 15(5), 425–431CrossRef
Enticott, P. G., Kennedy, H. A., Johnston, P., Rinehart, N. J., Tonge, B. J., Taffe, J. R., & Fitzgerald, P. B. (2014). Emotion recognition of static and dynamic faces in autism spectrum disorder. Cognition and Emotion, 28(6), 1110–1118CrossRef
Feinberg, M. J. (2001). Using Social Stories to teach specific social skills to individuals diagnosed with autism. Unpublished doctoral dissertation, Alliant International University, California School of Professional Psychology, San Francisco.
Fong, K. N. K., Ma, W. Y., Pang, H. K., Tang, P. P. K., & Law, L. L. F. (2019). Immediate effects of coloured overlays on the reading performance of preschool children with an autism spectrum disorder using eye tracking. Research in Developmental Disabilities, 89, 141–148CrossRef
Freeth, M., Chapman, P., Ropar, D., & Mitchell, P. (2010). Do gaze cues in complex scenes capture and direct the attention of high functioning adolescents with ASD? Evidence from eye-tracking. Journal of Autism and Developmental Disorders, 40(5), 534–547CrossRef
Frischen, A., Bayliss, A. P., & Tipper, S. P. (2007). Gaze cueing of attention: Visual attention, social cognition, and individual differences. Psychological Bulletin, 133(4), 694CrossRef
Gaudino, E. A., Geisler, M. W., & Squires, N. K. (1995). Construct validity in the trail making test: What makes part B harder? Journal of Clinical and Experimental Neuropsychology, 17(4), 529–535CrossRef
Gray, C. (2000). The new social story book. (Illustrated). Future Horizons.
Gray, C. A., & Garand, J. D. (1993). Social stories: Improving responses of students with autism with accurate social information. Focus on Autism and Other Developmental Disabilities, 8(1), 1–10
Grossman, R. B., Zane, E., Mertens, J., & Mitchell, T. (2019). Facetime vs. screentime: Gaze patterns to live and video social stimuli in adolescents with ASD. Scientific Reports, 9(1), 1–10CrossRef
Karal, M. A., & Wolfe, P. S. (2018). Social story effectiveness on social interaction for students with autism: A review of the literature. Education and Training in Autism and Developmental Disabilities, 53(1), 44–58
Karkhaneh, M., Clark, B., Ospina, M. B., Seida, J. C., Smith, V., & Hartling, L. (2010). Social StoriesTM to improve social skills in children with autism spectrum disorder: A systematic review. Autism, 14(6), 641–662CrossRef
Kendon, A. (1967). Some functions of gaze-direction in social interaction. Acta Psychologica, 26, 22–63CrossRef
Klin, A., Jones, W., Schultz, R., Volkmar, F., & Cohen, D. (2002). Visual fixation patterns during viewing of naturalistic social situations as predictors of social competence in individuals with autism. Archives of General Psychiatry, 59(9), 809–816CrossRef
Lee, T. M., & Chan, C. C. (2000). Are trail making and color trails tests of equivalent constructs? Journal of Clinical and Experimental Neuropsychology, 22(4), 529–534CrossRef
Macrae, C. N., Hood, B. M., Milne, A. B., Rowe, A. C., & Mason, M. F. (2002). Are you looking at me? Eye gaze and person perception. Psychological Science, 13(5), 460–464CrossRef
Maenner, M. J., Shaw, K. A., Baio, J., Washington, A., Patrick, M., DiRienzo, M., & Dietz, P. M. (2000). Prevalence of autism spectrum disorder among children aged 8 years: Autism and developmental disabilities monitoring network, 11 sites, United States, 2016. MMWR Surveillance Summaries, 69(4), 1–12CrossRef
Mancil, G. R., Haydon, T., & Whitby, P. (2009). Differentiated effects of paper and computer-assisted Social StoriesTM on inappropriate behavior in children with autism. Focus on Autism and Other Developmental Disabilities, 24(4), 205–215CrossRef
McMains, S. A., & Kastner, S. (2009). Visual attention. Encyclopedia of Neuroscience, 1, 4296–4302CrossRef
Mesulam, M. M. (2000). Attentional networks, confusional states and neglect syndromes. In M. M. Mesulam (Ed.), Principles of behavioral and cognitive neurology. (2nd ed., p. 176). Oxford University Press.
O’Handley, R. D., Radley, K. C., & Whipple, H. M. (2015). The relative effects of social stories and video modeling toward increasing eye contact of adolescents with autism spectrum disorder. Research in Autism Spectrum Disorders, 11, 101–111CrossRef
Ozdemir, S. (2010). Social stories: An intervention technique for children with Autism. Procedia-Social and Behavioral Sciences, 5, 1827–1830CrossRef
Pierson, M. R., & Glaeser, B. C. (2007). Using comic strip conversations to increase social satisfaction and decrease loneliness in students with autism spectrum disorder. Education and Training in Developmental Disabilities, 42(4), 460–466
Pop, C. A., Simut, R. E., Pintea, S., Saldien, J., Rusu, A. S., Vanderfaeillie, J., David, D. O., Lefeber, D., & Vanderborght, B. (2013). Social robots vs. computer display: Does the way social stories are delivered make a difference for their effectiveness on ASD children? Journal of Educational Computing Research, 49(3), 381–401CrossRef
Quirmbach, L. M., Lincoln, A. J., Feinberg-Gizzo, M., Ingersoll, B. R., & Andrews, S. M. (2009). Social stories: Mechanisms of effectiveness in increasing game play skills in children diagnosed with autism spectrum disorder using a pretest posttest repeated measures randomized control group design. Journal of Autism and Developmental Disorders, 39(2), 299–321CrossRef
Reitan, R. M. (1971). Trail making test results for normal and brain-damaged children. Perceptual and Motor Skills, 33(2), 575–581CrossRef
Röthlisberger, M., Neuenschwander, R., Cimeli, P., Michel, E., & Roebers, C. M. (2012). Improving executive functions in 5- and 6-year-olds: Evaluation of a small group intervention in prekindergarten and kindergarten children. Infant and Child Development, 21, 411–429
Romano, J. (2002). Are Social Stories effective in modifying behavior in children with autism? Unpublished doctoral dissertation, Farleigh Dickinson University.
Schwartzberg, E. T., & Silverman, M. J. (2013). Effects of music-based social stories on comprehension and generalization of social skills in children with autism spectrum disorders: A randomized effectiveness study. The Arts in Psychotherapy, 40(3), 331–337CrossRef
Sedeyn, C. M. (2017). Visual attention to photograph and cartoon images in social storiesTM: A comparison of typically developing children and children with ASD. Unpublished doctoral dissertation, University of Vermont.
Senju, A., & Johnson, M. H. (2009). The eye contact effect: Mechanisms and development. Trends in Cognitive Sciences, 13(3), 127–134CrossRef
Soenksen, D., & Alper, S. (2006). Teaching a young child to appropriately gain attention of peers using a social story intervention. Focus on Autism and Other Developmental Disabilities, 21(1), 36–44CrossRef
Spezio, M. L., Adolphs, R., Hurley, R. S., & Piven, J. (2007). Abnormal use of facial information in high-functioning autism. Journal of Autism and Developmental Disorders, 37(5), 929–939CrossRef
Vanderborght, B., Simut, R., Saldien, J., Pop, C., Rusu, A. S., Pintea, S., & David, D. O. (2012). Using the social robot probo as a social story telling agent for children with ASD. Interaction Studies, 13(3), 348–372CrossRef
Wang, S., Xu, J., Jiang, M., Zhao, Q., Hurlemann, R., & Adolphs, R. (2014). Autism spectrum disorder, but not amygdala lesions, impairs social attention in visual search. Neuropsychologia, 63, 259–274CrossRef
Zilbovicius, M., Meresse, I., Chabane, N., Brunelle, F., Samson, Y., & Boddaert, N. (2006). Autism, the superior temporal sulcus and social perception. Trends in Neurosciences, 29(7), 359–366CrossRef
Metagegevens
Titel
The Effects of Storytelling With or Without Social Contextual Information Regarding Eye Gaze and Visual Attention in Children with Autistic Spectrum Disorder and Typical Development: A Randomized, Controlled Eye-Tracking Study
Auteurs
Wilson Y. F. TANG
Kenneth N. K. FONG
Raymond C. K. CHUNG
Publicatiedatum
28-04-2021
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 3/2022
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-021-05012-w

Andere artikelen Uitgave 3/2022

Priming Global Processing Strategy Improves the Perceptual Performance of Children with Autism Spectrum Disorders

  • Original Paper

Qualitative Differences in Attribution of Mental States to Other People in Autism and Schizophrenia: What are the Tools for Differential Diagnosis?

  • Open Access
  • Original Paper

Autism and the Knowledge and Beliefs of Specialists in Kazakhstan

  • Original Paper

The Feasibility of Magnetic Resonance Imaging in a Non-Selective Comprehensive Clinical Trial in Pediatric Autism Spectrum Disorder

  • Original Paper

Brief Report: Examining Test-Retest Reliability of the Autism Diagnostic Observation Schedule (ADOS-2) Calibrated Severity Scores (CSS)

  • Brief Report

How Do Adults with Autism Spectrum Disorder Participate in the Labor Market? A German Multi-center Survey

  • Open Access
  • Original Paper