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Visual Tracking, Assessment, and Autism

Visual Tracking, Assessment, and Autism. April 16, 2014. Rachel Nielson. Introduction. Deviant gaze patterns have been observed in Children with autism (e.g. Norbury , Brock, Cragg , Einav , Griffiths, & Nation, 2009 ). This information inspired the following research questions:

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Visual Tracking, Assessment, and Autism

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  1. Visual Tracking, Assessment, and Autism April 16, 2014 Rachel Nielson

  2. Introduction • Deviant gaze patterns have been observed in Children with autism (e.g. Norbury, Brock, Cragg, Einav, Griffiths, & Nation, 2009). • This information inspired the following research questions: • Is there a correlation between autism, visual tracking disturbances, and question responses? • Can differences be observed between a child with autism and a child without, as measured by the Unique Learning System (ULS)?

  3. Methods: Participants • Max was a student with autism who received 100% of his education in a primary school special education classroom. Max also had Attention-Deficit-Hyperactivity Disorder (ADHD). • Jenny was a student without autism who received 100% of her education in the same special education classroom as Max. Jenny received special education services due to her Intellectual Deficit (ID). The names of these children have been changed in order to maintain confidentiality.

  4. Methods: Materials • Themed ULS Story Books • Student Response Sets: • 1 sheet with Velcro for adhering questions and answers to. • 5 questions with Velcro on the back for attachment to the laminated page. • 15 question responses with captions, pictorial representations of the captions, and Velcro to allow for attachment to the laminated page (3 answer choices per question). • Weekly score sheets for tracking the students’ progress (see Figure 1).

  5. Methods: Procedures The following activity was led each school day by either the practicum student or the teacher. • The class got their chairs and met at the community carpet for story time. • The leader reviewed the ULS storybook cover for that day. • The leader told each student, “Touch the picture of ___ to show me that you understand.” • The leader read the first page of the story to the class. • The leader told each student, “Touch the picture of ___ to show me that you understand.” • Steps four and five were repeated for each page of the story.

  6. Methods: Procedures The paraprofessional assisted with the questioning section of the activity. • The paraprofessional arranged the questions and responses on the page. • One question at the top • Three answer options placed horizontally beneath • The correct option was placed according to: • Question number • Day of the week • The paraprofessional tracked the students’ scores on the weekly score sheet(see Figure 1).

  7. Methods: Procedures The questioning section of the activity was led each school day, immediately after the story by either the practicum student or the teacher. • The leader read the question to each student. • The leader told each student, “Touch the picture and then I will read the word.” • The leader told each student, “Which one do you think it was?” • The student grabbed one of the options to make their selection. • Correct: Repeat steps one through four with another student • Incorrect: The leader removed the wrong answer and said, “No, that’s not right. Try again.” • Wrong again: Incorrect: The leader said, “No, that’s not right. Try again.”

  8. Methods: Procedures Scoring: Three points – Correct response on the first attempt Two points - Correct response on the second attempt One point - Correct response on the third attempt

  9. Results Max was more commonly accurate when the correct response was on the right. • Right: 87% • Center: 71% • Left: 61% This degree of variance in Jenny’s scores, based on the location of the correct answer, was much less. • Right 79% • Center: 81% • Left: 81%

  10. Discussion Research Question 1: Is there a correlation between autism, visual tracking disturbances, and question responses? Findings: Yes, The rate of accuracy for each of the question categories: left, right, and center increased for the student with autism as the location of the correct answer was positioned further and further to the right (see Figures 2-4).

  11. Discussion Research Question 2: Can differences in responses be observed between a child with autism and a child without, as measured by the ULS? Findings: Yes, the rate of accuracy for the student with autism increased as the location of the correct answer was positioned further and further to the right (see Figures 2-4). Jenny’s rate of accuracy did not vary based on the variable of location.

  12. Discussion Recommendation: More research should be completed with a broader population of individuals with autism. Application: If additional studies support the findings of this research, curriculum used with those who have autism should be formatted in a way that would reduce the possible negative impact of abnormal sight patterns on assessment results.

  13. Reference Norbury, C., Brock, J., Cragg, L., Einav, S., Griffiths, H., & Nation, K. (2009). Eye-movement patterns are associated with communicative competence in autistic spectrum disorders. Journal of Child Psychology and Psychiatry, 50(7), 834-842. doi:10.1111/j.1469- 7610.2009.02073.x

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