Journal of Autism and Developmental Disorders

23-12-2024 | Brief Report

Stick with Static: Unexpected Detrimental Effects of Visual Movement in a Looking-While-Listening Task

Auteurs: Emily Lorang, Kendra Peffers, Jennifer R. Johnson, Courtney E. Venker

Gepubliceerd in: Journal of Autism and Developmental Disorders

Abstract

Purpose

Looking while listening (LWL) tasks track eye movements while children view images (e.g., a dog and a ball) and hear an auditory prompt (e.g., “Find the ball”), allowing researchers to measure receptive language in populations who may be difficult to test with traditional measures. However, LWL tasks often result in high levels of missing data and accurately measuring receptive language in autistic children remains a challenge.

Methods

We analyzed data from 18 autistic children ages 2–5 years and examined whether adding visual movement of the named image improved LWL accuracy compared to a static condition. This study also investigated whether receptive language abilities on a standardized assessment moderated the effect of condition (i.e., static vs. movement) on LWL accuracy.

Results

There was evidence of comprehension in both conditions, although children showed faster recognition in the static compared to the movement condition. Standardized language abilities did not moderate the effect of condition on LWL accuracy. However, as standardized receptive language scores increased, accuracy increased.

Conclusion

Findings indicate that the visual movement manipulation in the current study did not improve accuracy compared to traditional static images within the LWL task. These results also suggest a continued need to refine LWL tasks in order to improve LWL methodology and refine receptive language measures for autistic children.

In the analysis window, children look at the images 77.01% of the time (SD = 42.08, range = 37.37–98.59) in the static condition and 74.51% of the time (SD = 43.58, range = 31.72–96.16) in the movement condition. Results of the linear mixed effects model did not find a significant difference in missing data by condition, p =.860.

Amso, D., Hass, S., Tenenbaum, E., Markant, J., & Sheinkopf, S. J. (2014). Bottom-up attention orienting in young children with autism. Journal of Autism and Developmental Disorder, 44, 664–673. https://doi.org/10.1038/jid.2014.371CrossRef

Arunachalam, S., Steele, A., Pelletier, T., & Luyster, R. (2024). Do focused interests support word learning? A study with autistic and nonautistic children. Autism Research. https://doi.org/10.1002/aur.3121CrossRefPubMed

Barr, D. J., Levy, R., Scheepers, C., & Tily, H. J. (2013). Random effects structure for confirmatory hypothesis testing: Keep it maximal. Journal of Memory and Language, 68(3), 255–278. https://doi.org/10.1016/j.jml.2012.11.001CrossRef

Bates, D., Mächler, M., Bolker, B., & Walker, S. (2015). Fitting Linear Mixed-Effects Models Using lme4. Journal of Statistical Software, 67(1), 1–48. https://doi.org/10.18637/jss.v067.i01CrossRef

Brady, N. C., Anderson, C. J., Hahn, L. J., Obermeier, S. M., & Kapa, L. L. (2014). Eye tracking as a measure of receptive vocabulary in children with autism spectrum disorders. AAC: Augmentative and Alternative Communication, 30(2), 147–159. https://doi.org/10.3109/07434618.2014.904923CrossRefPubMedPubMedCentral

Charman, T., Drew, A., Baird, C., & Baird, G. (2003). Measuring early language development in preschool children with autism spectrum disorder using the MacArthur communicative development inventory (Infant Form). Journal of Child Language, 30(1), 213–236. https://doi.org/10.1017/S0305000902005482CrossRefPubMed

Ellis Weismer, S., & Kover, S. (2015). Preschool language variation, growth, and predictors in children on the autism spectrum. Journal of Child Psychology and Psychiatry, 56, 1327–1337. https://doi.org/10.1111/jcpp.12406CrossRefPubMed

Fenson, L., Marchman, V. A., Thal, D. J., Dale, P. S., Reznick, J. S., & Bates, E. (2006). MacArthur-Bates Communicative Development Inventories, Second Edition (CDIs) [Database record]. APA PsycTests. https://doi.org/10.1037/t11538-000

Fernald, A., Zangl, R., Portillo, A. L., & Marchman, V. A. (2008). Looking while listening: Using eye movements to monitor spoken language comprehension by infants and young children. In I. A. Sekerina, E. Fernández, & H. Clahsen (Eds.), Developmental Psycholinguistics: On-line methods in children’s language processing (pp. 97–135). John Benjamins.

Frank, M. C., Braginsky, M., Yurovsky, D., & Marchman, V. A. (2017). Wordbank: An open repository for developmental vocabulary data. Journal of Child Language, 44, 677–694. https://doi.org/10.1017/S0305000916000209CrossRefPubMed

Gotham, K., Pickles, A., & Lord, C. (2009). Standardizing ADOS scores for a measure of severity in autism spectrum disorders. Journal of Autism and Developmental Disorder, 39(5), 693–705. https://doi.org/10.1007/s10803-008-0674-3CrossRef

Kasari, C., Brady, N., Lord, C., & Tager-Flusberg, H. (2013). Assessing the minimally verbal school-aged child with autism spectrum disorder. Autism Research, 6(6), 479–493. https://doi.org/10.1002/aur.1334CrossRefPubMedPubMedCentral

Killing, S. E. A., & Bishop, D. V. M. (2008). Move it! Visual feedback enhances validity of preferential looking as a measure of individual differences in vocabulary in toddlers. Developmental Science, 11(4), 525–530. https://doi.org/10.1111/j.1467-7687.2008.00698.xCrossRefPubMed

Lin, K. R., Wisman Weil, L., Thurm, A., Lord, C., & Luyster, R. J. (2022). Word imageability is associated with expressive vocabulary in children with autism spectrum disorder. Autism and Developmental Language Impairments, 7. https://doi.org/10.1177/23969415221085827

Lord, C., Luyster, R., Gotham, K., & Guthrie, W. (2012a). Autism diagnostic observation schedule, second edition (ADOS-2) manual (part 2): Toddler module. Western Psychological Services.

Lord, C., Rutter, M., DiLavore, P. C., Risi, S., Gotham, K., & Bishop, S. (2012b). Autism diagnostic observation schedule, second edition (ADOS-2) manual (part 1): Modules 1–4. Western Psychological Services.

Luyster, R., Lopez, K., & Lord, C. (2007). Characterizing communicative development in children referred for autism spectrum disorders using the MacArthur-Bates Communicative Development Inventory (CDI). Journal of Child Language, 34(3), 623–654. https://doi.org/10.1017/S0305000907008094CrossRefPubMed

Mirman, D. (2014). Growth curve analysis and visualization using R. CRC.

Moore, A., Wozniak, M., Yousef, A., Barnes, C. C., Cha, D., Courchesne, E., & Pierce, K. (2018). The geometric preference subtype in ASD: Identifying a consistent, early-emerging phenomenon through eye tracking. Molecular Autism, 9(1). https://doi.org/10.1186/s13229-018-0202-z

Mullen, E. (1995). Mullen Scales of Early Learning. AGS.

Muller, K., & Brady, N. (2016). Assessing early receptive language skills in children with ASD. Perspectives of the ASHA Special Interest Groups, 1, 12–19. https://doi.org/10.1044/persp1.SIG1.12CrossRef

Pierce, K., Marinero, S., Hazin, R., McKenna, B., Barnes, C. C., & Malige, A. (2016). Eye tracking reveals abnormal visual preference for geometric images as an early biomarker of an autism spectrum disorder subtype associated with increased symptom severity. Biological Psychiatry, 79(8), 657–666. https://doi.org/10.1016/j.biopsych.2015.03.032CrossRefPubMed

Pomper, R., Ellis Weismer, S., Saffran, J., & Edwards, J. (2021). Coarticulation facilitates lexical processing for toddlers with autism. Cognition, 214. https://doi.org/10.1016/j.cognition.2021.104799

Prescott, K. E., Mathée-Scott, J., Reuter, T., Edwards, J., Saffran, J., & Weismer, E., S (2022). Predictive language processing in young autistic children. Autism Research, 15(5), 892–903. https://doi.org/10.1002/aur.2684CrossRefPubMedPubMedCentral

Schlosser, R. W., Brock, K. L., Koul, R., Shane, H., & Flynn, S. (2019). Does animation facilitate understanding of graphic symbols representing verbs in children with autism spectrum disorder? Journal of Speech Language and Hearing Research, 62(4), 965–978. https://doi.org/10.1044/2018_JSLHR-L-18-0243CrossRef

Skwerer, D. P., Jordan, S. E., Brukilacchio, B. H., & Tager-Flusberg, H. (2016). Comparing methods for assessing receptive language skills in minimally verbal children and adolescents with autism spectrum disorders. Autism, 20(5), 591–604. https://doi.org/10.1177/1362361315600146CrossRef

Su, Y., & Naigles, L. R. (2019). Online processing of subject-verb-object order in a diverse sample of Mandarin-exposed preschool children with autism spectrum disorder. Autism Research, 12, 1829–1844.CrossRefPubMed

Unruh, K. E., Sasson, N. J., Shafer, R. L., Whitten, A., Miller, S. J., Turner-Brown, L., & Bodfish, J. W. (2016). Social orienting and attention is influenced by the presence of competing nonsocial information in adolescents with autism. Frontiers in Neuroscience, 10(DEC). https://doi.org/10.3389/fnins.2016.00586

Venker, C. E. (2019). Cross-situational and ostensive word learning in children with and without autism spectrum disorder. Cognition, 183, 181–191. https://doi.org/10.1016/j.cognition.2018.10.025CrossRefPubMed

Venker, C. E., & Kover, S. T. (2015). An open conversation on using eye-gaze methods in studies of neurodevelopmental disorders. Journal of Speech Language and Hearing Research, 58(6), 1719–1732. https://doi.org/10.1044/2015_JSLHR-L-14-0304CrossRef

Venker, C. E., Eernisse, E. R., Saffran, J. R., & Weismer, E., S (2013). Individual differences in the real-time comprehension of children with ASD. Autism Research, 6(5), 417–432. https://doi.org/10.1002/aur.1304CrossRefPubMed

Venker, C. E., Haebig, E., Edwards, J., Saffran, J. R., & Weismer, E., S (2016). Early lexical comprehension in young children with ASD: Comparing eye-gaze methodology and parent report. Journal of Autism and Developmental Disorders, 46(6), 2260–2266. https://doi.org/10.1007/s10803-016-2747-zCrossRefPubMedPubMedCentral

Venker, C. E., Pomper, R., Mahr, T., Edwards, J., Saffran, J., & Weismer, E., S (2020). Comparing automatic eye tracking and manual gaze coding methods in young children with autism spectrum disorder. Autism Research, 13(2), 271–283. https://doi.org/10.1002/aur.2225CrossRefPubMed

Venker, C. E., Mathée, J., Neumann, D., Edwards, J., Saffran, J., & Weismer, E., S (2021). Competing perceptual salience in a visual word recognition task differentially affects children with and without autism spectrum disorder. Autism Research, 14(6), 1147–1162. https://doi.org/10.1002/aur.2457CrossRefPubMed

Venker, C. E., Neumann, D., & Aladé, F. (2022). Visual perceptual salience and novel referent selection in children with and without autism spectrum disorder. Autism and Developmental Language Impairments, 7. https://doi.org/10.1177/23969415221085476

Wang, S., Jiang, M., Duchesne, X. M., Laugeson, E. A., Kennedy, D. P., Adolphs, R., & Zhao, Q. (2015). Atypical visual saliency in autism spectrum disorder quantified through model-based eye tracking. Neuron, 88(3), 604–616. https://doi.org/10.1016/j.neuron.2015.09.042CrossRefPubMedPubMedCentral

Zimmerman, I. L., Steiner, V. G., & Pond, R. E. (2011). Preschool Language Scale-5th Edition. Pearson Assessments.

Titel: Stick with Static: Unexpected Detrimental Effects of Visual Movement in a Looking-While-Listening Task
Auteurs: Emily Lorang
Kendra Peffers
Jennifer R. Johnson
Courtney E. Venker
Publicatiedatum: 23-12-2024
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-024-06689-5

Bohn Stafleu van Loghum

Welkom bij Erasmus MC & Bohn Stafleu van Loghum

Registreer

Login

Stick with Static: Unexpected Detrimental Effects of Visual Movement in a Looking-While-Listening Task

Abstract

Purpose

Methods

Results

Conclusion

Bohn Stafleu van Loghum

Welkom bij Erasmus MC & Bohn Stafleu van Loghum

Registreer

Login

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Purpose

Methods

Results

Conclusion

Log in om toegang te krijgen