Visual Attending Preferences in Children with Autism Spectrum Disorders: A Comparison between Live and Video Presentation Modes

Autor/inn/en	Cardon, Teresa; Azuma, Tamiko
Titel	Visual Attending Preferences in Children with Autism Spectrum Disorders: A Comparison between Live and Video Presentation Modes
Quelle	In: Research in Autism Spectrum Disorders, 6 (2012) 3, S.1061-1067 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-9467
DOI	10.1016/j.rasd.2012.01.007
Schlagwörter	Video Technology; Puppetry; Intervention; Autism; Program Effectiveness; Children; Pervasive Developmental Disorders; Comparative Analysis; Stimuli; Visual Impairments; Therapy; Evaluation + Suchen Sie Ihr Suchwort? Puppenspiel; Autismus; Child; Kind; Kinder; Anreizsystem; Visual handicap; Sehbehinderung; Therapie; Evaluierung
Abstract	Visual attending patterns of children with ASD differ from those of typically developing (TD) children. Children with ASD spend less time visually attending to relevant people and stimuli than do TD children. Impaired visual attending patterns can greatly decrease the effectiveness of therapy. The purpose of the present study was to evaluate the effect of presentation modality on the visual attending profiles of children with ASD and typically developing (TD) peers. In the study, the children watched puppet shows presented in two presentation modes: live (in person) and video. The amount of time that the children visually attended to the puppet shows was measured. Overall, typically developing children visually attended significantly longer to the shows than the children with ASD. Both children with ASD and TD children attended longer to the video presentations than to the live presentations. All of the children with ASD showed a visual preference for the video presentation relative to the live presentation. The results show that visual attending of children with ASD can be influenced by presentation mode. Establishing the variables that increase visual attending may improve the effectiveness of intervention techniques developed for individuals with ASD. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10