Background: Children with autism spectrum disorder (ASD) may experience difficulty adapting to daily life in a preschool or school setting and are likely to develop psychosomatic symptoms. For a better understanding of the difficulties experienced daily by preschool children and adolescents with ASD, this study investigated differences in eye gaze behavior in the classroom environment between children with ASD and those with typical development (TD).Methods: The study evaluated 30 children with ASD and 49 children with TD. Participants were presented with images of a human face in a classroom setting. While they gazed at specific regions of visual stimuli, eye tracking was used with an iView X system to evaluate and compare the duration of gaze time between the two groups.Results: Compared with preschool children with TD, preschool children with ASD spent less time gazing at the eyes of the human face and the object to which the teacher pointed in the classroom image. Preschool children with TD, who had no classroom experience, tended to see the object to which the teacher pointed in the classroom image.Conclusion: Children with ASD did not look at the human eyes in the facial image or the object pointed to in the classroom image, which may indicate their inability to analyze situations, understand instruction in a classroom, or act appropriately in a group. It is suggested that this gaze behavior of children with ASD causes social maladaptation and psychosomatic symptoms. A therapeutic approach that focuses on joint attention is desirable for improving the ability of children with ASD to adapt to the social environment.

Children with autism spectrum disorder (ASD) sometimes find it difficult to adapt to the daily life in a nursery or at school. For a better understanding on the difficulties that preschool children and adolescents with ASD face in their daily lives, this study aimed to identify the differences in eye gaze behavior in the classroom environment between children with ASD and those with typical development (TD). A total of 30 children with ASD and 49 children with TD were included. We presented images of a human face and a classroom setting and used eye tracking with an iView X system in evaluating and comparing how long the two groups gazed at specific regions of the visual stimuli. Compared to children with TD, children with ASD spent less time gazing at the eyes of the human face and the object pointed by the teacher in the school classroom scene. Preschool children with no classroom experience and adolescents with TD spent the same amount of time looking at the eyes and the object pointed by the teacher in the school classroom scene. Children with ASD did not look at the eyes in the facial image or the object pointed at in the classroom image, which might indicate their inability to analyze situations, understand instruction in a classroom, or act appropriately in a group. An educational program that focuses on joint attention in a classroom is desirable for the improvement of school life for children with ASD.

Background: Children with autism spectrum disorder (ASD) may experience difficulty adapting to daily life in a preschool or school settings and are likely to develop psychosomatic symptoms. For a better understanding of the difficulties experienced daily by preschool children and adolescents with ASD, this study investigated differences in eye gaze behavior in the classroom environment between children with ASD and those with typical development (TD).Methods: The study evaluated 30 children with ASD and 49 children with TD. Participants were presented with images of a human face and a classroom scene. While they gazed at specific regions of visual stimuli, eye tracking with an iView X system was used to evaluate and compare the duration of gaze time between the two groups.Results: Compared with preschool children with TD, preschool children with ASD spent less time gazing at the eyes of the human face and the object at which the teacher pointed in the classroom image. Preschool children with TD who had no classroom experience tended to look at the object the teacher pointed at in the classroom image.Conclusion: Children with ASD did not look at the human eyes in the facial image or the object pointed at in the classroom image, which may indicate their inability to analyze situations, understand instruction in a classroom, or act appropriately in a group. This suggests that this gaze behavior of children with ASD causes social maladaptation and psychosomatic symptoms. A therapeutic approach that focuses on joint attention is desirable for improving the ability of children with ASD to adapt to their social environment.