Eye Gaze Differences in School Scenes Between Preschool Children and Adolescents With High-Functioning Autism Spectrum Disorder and Those With Typical Development

Abstract 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.