Research On Social Attention Characteristic And Instruction For Preschool Children With ASD During Reading Picture Book

Social information was one of the most important information for daily social interaction.The normal attention and reception particularly visual attention for social information were concerned with the smoothly running of social activities.One of the core impairments of autism spectrum disorders(ASD)was social communication impairment,and there were increasing researchers suggestting that the source of the social communication impairment was probably originated from the abnormal attention for social information.On the other hand,picture book as an important approaches for children to get the early indirect social development,especially the social information of picture book vastly enriched the children's early interpersonal communication experiences.Could preschool children with ASD get the experiences by means of the picture book reading?Through the contact and observes with preschool children with ASD,the answer was likely to turn out to be no.Meanwhile,people with ASD showed approximately preponderant and unique processing vision characteristics,such as visual thinking,visual memory,etc.So could we utilize the unique processing characteristics of vision to improve their abnormal attention for the pivotal social information during the picture book reading,and then further improve the social performance in the actual social activities?In this study we would discuss above questions.The researches of the past used to employ pictures of single characters face as the experiment stimulus,and little employed the intact social interaction scene stimulus.Whatever the research on attention of social information in picture book would likely make up these deficiency of single characters face stimulus.Meanwhile,and with the widely spread application of picture book intervene in special children's education,what about the performance of ASD preschool children with abnormal attention for social information and unique vision processing characteristics during the picture book reading,it directly related to whether they could enjoy the reading pleasure and education function during the picture book reading.Based on this,35 preschool children with ASD(as experimental group)from Chongqing XX children experimental school,the center of children with ASD,and 35 typically developing children(as control group)from an ordinary kindergarten and an ordinary primary school were recruited in this research,the two groups were matched in chronological age,gender and psychological development.In the current study,we mainly used eye-tracker to investigate ASD preschool children's vision advantage,vision cognitive characteristics for social information during picture book reading and the effect of educational intervention for social information three major series of 6 experiments.The result of ASD preschool children's vision advantage research found that preschool children with ASD compared with TD control group,there was a visual search advantage.And this search advantage probably benefited from the extra processing during the search process and higher preliminary attention level;Morever,after the preschool children with ASD found the target of search task,they still kept the relatively high attention input.The result of ASD preschool children's vision cognitive characteristics for picture book social information research found that during the picture book reading 2 groups of participants showed different eyemovement behaviors when they gazed the areas of figure and non-figure,such as the preschool children with ASD more concerned with the non-figure areas than TD control group when excluded the page content features,that there were abnormal fixation attention preference of figure area in preschool children with ASD.Morever the ASD preschool children's priority and preference of vison attention for eye area and mouth area were higher than TD control group.Meanwhile,preschool children with ASD showed significantly higher fixation priority and preference than TD control group for mouth area of figure face.What about eyemovement fixation trace pattern,the group of preschool children with ASD had the significantly longer eyemovement fixation trace than TD control group,the similarity of preschool children with ASD were lower than TD control group,and the ASD preschool children's trace parttern were distinctly different from the TD control group in different background types.The result of ASD preschool children's educational intervention for social information found that both the intervention strategies of visual prompts and artist pad were effective for their abnormal vision attention and eyemovement fixation trace pattern during the picture book reading.Based on the result above,the conclusion of current study include that the preschool children with ASD have the vision search advantage,the preschool children with ASD have the abnormal attention for social information,and the strategies utilized the vision pathway could improve their abnormal attention for social information.And on this basis,we suggest the revelation for education intervention,the research limit and the recommendation for further research.