Teaching Eye Contact to Children with Autism: A Conceptual Analysis and Single Case Study

Carbone, Vincent J.; O’Brien, Leigh M.; Sweeney-Kerwin, Emily J.; Albert, Kristin M.

doi:10.1353/etc.2013.0013

Cited by 58 publications

(59 citation statements)

References 39 publications

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“…The management of eye contact in children with AD is advocated in ABA, but literature lacks detailed investigation regarding effective eye contact interventions (Ospina et al 2008). A few authors such as Carbone et al (2013) suggested that eye contact interventions should include verbal and physical prompts in combination with reinforcement. These researchers found that prompts need fading and are time consuming, but will reduce maladaptive behaviours such as avoidance of eye contact.…”

Section: Managing Eye Contact In Children With Autistic Disordermentioning

confidence: 99%

“…These researchers found that prompts need fading and are time consuming, but will reduce maladaptive behaviours such as avoidance of eye contact. Their suggested social interactive behavioural strategies included extrinsic reinforcement such as praise, edible items and other tangible objects, although these could preclude generalisation of skills (Carbone et al 2013).…”

Section: Managing Eye Contact In Children With Autistic Disordermentioning

confidence: 99%

“…These children avoid eye contact and seem to look past others (Daou et al 2014). These deficits in eye contact may contribute to difficulties in language acquisition and social responsiveness because of diminished object and person engagement and social interaction regulation (Arnold et al 2000;Carbone et al 2013;Kékes Szabó & Szokolszky 2013;Senju et al 2008). Various factors, including sensory modulation, contribute to atypical eye contact in children with AD (Arnold et al 2000;Carbone et al 2013;Bhat, Landa & Galloway 2011;Senju et al 2008).…”

Section: Introduction Atypical Eye Contact In Autistic Disordermentioning

confidence: 99%

“…These deficits in eye contact may contribute to difficulties in language acquisition and social responsiveness because of diminished object and person engagement and social interaction regulation (Arnold et al 2000;Carbone et al 2013;Kékes Szabó & Szokolszky 2013;Senju et al 2008). Various factors, including sensory modulation, contribute to atypical eye contact in children with AD (Arnold et al 2000;Carbone et al 2013;Bhat, Landa & Galloway 2011;Senju et al 2008). Evidence for and details regarding these possible factors are scarce (Arnold et al 2000;Bhat et al 2011;Carbone et al 2013;Senju et al 2008), but there are indications that children with AD present with atypical processing of eye contact in the occipital lobe, in most instances (Senju et al 2008).…”

Section: Introduction Atypical Eye Contact In Autistic Disordermentioning

confidence: 99%

“…Various factors, including sensory modulation, contribute to atypical eye contact in children with AD (Arnold et al 2000;Carbone et al 2013;Bhat, Landa & Galloway 2011;Senju et al 2008). Evidence for and details regarding these possible factors are scarce (Arnold et al 2000;Bhat et al 2011;Carbone et al 2013;Senju et al 2008), but there are indications that children with AD present with atypical processing of eye contact in the occipital lobe, in most instances (Senju et al 2008). The gaze-avoidance theory states that children with AD become negatively over-aroused by direct gaze during sensory modulation and consequently avoid it (Kylliäinen et al 2012).…”

Section: Introduction Atypical Eye Contact In Autistic Disordermentioning

confidence: 99%

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Augmented feedback in autistic disorder

Geertsema

McDonald

Merwe

et al. 2017

SAJCE

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<div class="WordSection1"><p>Children with autistic disorder (AD) display atypical eye contact and struggle with the social imitation of eye contact. Impaired social imitation may be indicative of disruptions in motor learning processes. The application of specific motor learning principles, such as external feedback, may suggest which variables will result in positive change in eye contact. The study aimed to determine the effects of knowledge of performance (KP) and knowledge of results (KR) as types of feedback on the frequency and duration of elicited and spontaneous eye contact in children with AD. A two-phase multiple-probe, multi-treatment (cross-over), singleparticipant design with a withdrawal component was used. Mixed treatment effects were obtained. Overall effects suggest that KR results in the greatest positive change over a short period of time regarding frequency and duration for both elicited and spontaneous eye contact. This type of feedback seems to be the most effective for spontaneous eye contact. The provision of KP, after elicited and spontaneous eye contact, produced positive effects for duration only. The current Phase 1 evidence suggests that KR (which is goal-directed with fewer additional instructions) may be more beneficial to children with AD. These findings are in accordance with the limb motor learning literature and may therefore support preliminary evidence for disrupted motor learning during eye contact imitation in children with AD.</p></div>

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Section: Managing Eye Contact In Children With Autistic Disordermentioning

confidence: 99%

Section: Managing Eye Contact In Children With Autistic Disordermentioning

confidence: 99%

Section: Introduction Atypical Eye Contact In Autistic Disordermentioning

confidence: 99%

Section: Introduction Atypical Eye Contact In Autistic Disordermentioning

confidence: 99%

Section: Introduction Atypical Eye Contact In Autistic Disordermentioning

confidence: 99%

See 3 more Smart Citations

Augmented feedback in autistic disorder

Geertsema

McDonald

Merwe

et al. 2017

SAJCE

View full text Add to dashboard Cite

show abstract

Relational Frame Theory

Barnes‐Holmes¹,

Kavanagh²,

Murphy³

2015

The Wiley Handbook of Contextual Behavioral Science

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Using computer‐assisted instruction to increase the eye gaze of children with autism

Miller

Wyatt

Casey

et al. 2017

Behavioral Interventions

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Many children diagnosed with autism spectrum disorders have difficulty making appropriate eye contact and engaging in joint attention. The current study evaluated a computer-assisted instruction package (pairing visual stimuli with vocal stimuli) as a novel treatment to improve the eye gaze accuracy in 3 elementary school children with autism. The researchers measured the latency from a recorded verbal stimulus to the students making eye contact with pictures of familiar individuals displayed on a computer screen, and the duration for which eye gaze on the stimulus was main-tained. An automated infrared camera system for measuring eye gaze was utilized that eliminated the need for an instructor to make subjective judgments regarding participants' eye gaze. For all three participants, duration of eye contact increased, and latency to responding decreased following exposure to the computer-assisted instruction. The implications of these findings for the treatment of individuals with autism are discussed, along with suggestions for future research on the topic.

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Teaching Eye Contact to Children with Autism: A Conceptual Analysis and Single Case Study

Cited by 58 publications

References 39 publications

Augmented feedback in autistic disorder

Augmented feedback in autistic disorder

Relational Frame Theory

Using computer‐assisted instruction to increase the eye gaze of children with autism

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