Abstract
BackgroundWord comprehension across semantic categories is a key area of language development. Using online automated eye-tracking technology to reduce response demands during a word comprehension test may be advantageous in children with autism spectrum disorder (ASD).ObjectivesTo measure online accuracy of word recognition across eleven semantic categories in preschool children with ASD and in typically developing (TD) children matched for gender and developmental age.MethodsUsing eye-tracker methodology we measured the relative number of fixations on a target image as compared to a foil of the same category shown simultaneously on screen. This online accuracy measure was considered a measure of word understanding. We tested the relationship between online accuracy and offline word recognition and the effects of clinical variables on online accuracy. Twenty-four children with ASD and 21 TD control children underwent the eye-tracking task.ResultsOn average, children with ASD were significantly less accurate at fixating on the target image than the TD children. After multiple comparison correction, no significant differences were found across the eleven semantic categories of the experiment between preschool children with ASD and younger TD children matched for developmental age. The ASD group showed higher intragroup variability consistent with greater variation in vocabulary growth rates. Direct effects of non-verbal cognitive levels, vocabulary levels and gesture productions on online word recognition in both groups support a dimensional view of language abilities in ASD.ConclusionsOnline measures of word comprehension across different semantic categories show higher interindividual variability in children with ASD and may be useful for objectively monitor gains on targeted language interventions.
Highlights
Autism Spectrum Disorder (ASD) is a common neurodevelopmental disorder characterized by severe social communication deficits and stereotyped, repetitive behaviors
No significant differences were found across the eleven semantic categories of the experiment between preschool children with ASD and younger typically developing (TD) children matched for developmental age
In common with typical development is a considerable variability in language acquisition, some studies support the existence of differences such as higher proportion of severe language delay and greater variation in vocabulary growth rates in ASD [2,3,4,5]
Summary
Autism Spectrum Disorder (ASD) is a common neurodevelopmental disorder characterized by severe social communication deficits and stereotyped, repetitive behaviors. ASD is often accompanied by delayed development of verbal communication. Language development at an early age has been extensively studied in preschool children with ASD compared to typically developing (TD) toddlers and same-aged preschoolers with developmental delay. In common with typical development is a considerable variability in language acquisition, some studies support the existence of differences such as higher proportion of severe language delay and greater variation in vocabulary growth rates in ASD [2,3,4,5]. Using online automated eye-tracking technology to reduce response demands during a word comprehension test may be advantageous in children with autism spectrum disorder (ASD)
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