Journal of Kerman University of Medical Sciences

The Effect of Internal and External Attention on Gaze Behavior and Skill Learning During Observational Learning in Children with Autism Spectrum Disorder: An Eye- Tracking Study

Document Type : Original Article

Authors

Farzane Goruee 1
Keyvan Molanorouzi 2
Ali Kashi 3
Negar Arazeshi 1

1 Department of Motor Behavior, Science and Research Branch, Islamic Azad University, Tehran, Iran

2 Department of Motor behavior and sport psychology, Science and Research Branch, Islamic Azad University ,Tehran, Iran

3 Department of Behavioral Sciences in Sports, Sport Science Research Institute, Tehran, Iran

https://doi.org/10.34172/jkmu.3778
Abstract
Background: Autism is one of the most common disorders in children. Children with autism have difficulty with many motor skills. This study aimed to investigate the effect of internal and external attention on gaze behavior and skill learning in children with autism spectrum disorder.
Methods: A total of 40 children with autism spectrum disorder were selected to participate in this study. The subjects were randomly divided into two groups: external attention and internal attention. Motor function and gaze control (quiet eye duration) were evaluated before and after observation exercises. Observation exercises included ten viewings of observation clips manipulated in the form of gaze behavior in each attention group (internal/external signs) during observation. To ensure the adherence of the participants’ visual attention to the given instructions, the gaze behavior of these subjects while watching the video clips was examined using eye tracking.
Results: The results showed that the external attention group had better performance and longer quiet-eye duration than the internal attention group (P≤0.05).
Conclusion: Providing educational instructions to promote external attention in the form of gaze facilitates the effects of observational learning for the cognitive-motor improvement of autistic children.

Highlights

Keyvan Molanorouzi (Google Scholar) (PubMed)

Keywords

Modeling
Internal and external attention
Gaze behavior
Autism
Children
Subjects
  1. American Psychiatric Association Diagnostic and Statistical Manual of Mental Disorders (DSM-IV). Springer Reference. doi:https://doi.org/10.1007/springerreference_179660.
  2. Filipek PA, Steinberg-Epstein R, Book TM. Intervention for autistic spectrum disorders. NeuroRx. 2006;3(2):207-16. doi: 10.1016/j.nurx.2006.01.014.
  3. Hayden EP, Mash EJ. Child psychopathology: a developmental-systems perspective. In: Mash EJ, Barkley RA, eds. Child Psychopathology. 3rd ed. The Guilford Press; 2014. p. 3-72.
  4. Roullet FI, Lai JK, Foster JA. In utero exposure to valproic acid and autism--a current review of clinical and animal studies. Neurotoxicol Teratol. 2013;36:47-56. doi: 10.1016/j. ntt.2013.01.004.
  5. Rogers SJ. Interventions that facilitate socialization in children with autism. J Autism Dev Disord. 2000;30(5):399-409. doi: 10.1023/a:1005543321840.
  6. Plavnick JB, Hume KA. Observational learning by individuals with autism: a review of teaching strategies. Autism. 2014;18(4):458-66. doi: 10.1177/1362361312474373.
  7. Bandura A, Walters RH. Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall; 1977.
  8. Bandura A. Social Foundations of Thought and Action. Englewood Cliffs, NJ: Prentice Hall; 1986.
  9. Hebert E. The effects of observing a learning model (or two) on motor skill acquisition. J Mot Learn Dev. 2018;6(1):4-17. doi: 10.1123/jmld.2016-0037.
  10. Asadi A, Aiken CA, Heidari S, Goudini R, Saeedpour-Parizi MR. The effects of attentional focus on visuomotor control during observational learning in children with autism spectrum disorder. Res Autism Spectr Disord. 2022;98:102041. doi: 10.1016/j.rasd.2022.102041.
  11. Shaw BS, Heidari S, Daneshfar A, Abasskhanian A, Sheikh M. Observational practice intervention for improving visual search behaviour, quiet eye and motor performance in children with autism spectrum disorder. S Afr J Res Sport Phys Educ Recreat. 2021;43(2):59-68.
  12. Taheri-Torbati H, Sotoodeh MS. Using video and live modelling to teach motor skill to children with autism spectrum disorder. Int J Incl Educ. 2019;23(4):405-18. doi: 10.1080/13603116.2018.1441335.
  13. Javadian K, Abedanzadeh R, Aghamohammadi M. The effect of kinds of observational learning on learning an aiming in children with autism spectrum disorder. J Except Child. 2017;17(2):47-56.
  14. Moradi Farsani N, Taheri-Torbati H, Saberi Kakhki A. The effect of video modeling and in vivo modeling on acquisition, retention and transmission of a throwing skill in children with autism. Mot Behav. 2017;9(27):35-48. doi: 10.22089/ mbj.2017.1494.1160.
  15. Delano ME. Video modeling interventions for individuals with autism. Remedial Spec Educ. 2007;28(1):33-42. doi: 10.1177/07419325070280010401.
  16. Gena A, Couloura S, Kymissis E. Modifying the affective behavior of preschoolers with autism using in-vivo or video modeling and reinforcement contingencies. J Autism Dev Disord. 2005;35(5):545-56. doi: 10.1007/s10803-005-0014- 9.
  17. Akmanoğlu N. Effectiveness of teaching naming facial expression to children with autism via video modeling. Educ Sci Theory Pract. 2015;15(2):519-37. doi: 10.12738/ estp.2015.2.2603.
  18. D’Innocenzo G, Gonzalez CC, Williams AM, Bishop DT. Looking to learn: the effects of visual guidance on observational learning of the golf swing. PLoS One. 2016;11(5):e0155442. doi: 10.1371/journal.pone.0155442.
  19. Asadi A, Aiken CA, Heidari S, Kochackpour F. The effect of attentional instructions during modeling on gaze behavior and throwing accuracy in 7 to 10-year-old children. Hum Mov Sci. 2021;78:102825. doi: 10.1016/j.humov.2021.102825.
  20. Janelle CM, Champenoy JD, Coombes SA, Mousseau MB. Mechanisms of attentional cueing during observational learning to facilitate motor skill acquisition. J Sports Sci. 2003;21(10):825-38. doi: 10.1080/0264041031000140310.
  21. Singer RN, Cauraugh JH, Chen D, Steinberg GM, Frehlich SG, Wang L. Training mental quickness in beginning/intermediate tennis players. Sport Psychol. 1994;8(3):305-18. doi: 10.1123/ tsp.8.3.305.
  22. Jarodzka H, van Gog T, Dorr M, Scheiter K, Gerjets P. Learning to see: guiding students’ attention via a model’s eye movements fosters learning. Learn Instr. 2013;25:62-70. doi: 10.1016/j.learninstruc.2012.11.004.
  23. Mann DT, Williams AM, Ward P, Janelle CM. Perceptual-cognitive expertise in sport: a meta-analysis. J Sport Exerc Psychol. 2007;29(4):457-78. doi: 10.1123/jsep.29.4.457.
  24. Kredel R, Vater C, Klostermann A, Hossner EJ. Eye-tracking technology and the dynamics of natural gaze behavior in sports: a systematic review of 40 years of research. Front Psychol. 2017;8:1845. doi: 10.3389/fpsyg.2017.01845.
  25. Piras A, Pierantozzi E, Squatrito S. Visual search strategy in judo fighters during the execution of the first grip. Int J Sports Sci Coach. 2014;9(1):185-98. doi: 10.1260/1747-9541.9.1.185.
  26. Vickers JN. The quiet eye: origins, controversies, and future directions. Kinesiol Rev (Champaign). 2016;5(2):119-28. doi: 10.1123/kr.2016-0005.
  27. Rienhoff R, Tirp J, Strauß B, Baker J, Schorer J. The ‘quiet eye’ and motor performance: a systematic review based on Newell’s constraints-led model. Sports Med. 2016;46(4):589- 603. doi: 10.1007/s40279-015-0442-4.
  28. Foti F, Piras F, Vicari S, Mandolesi L, Petrosini L, Menghini D. Observational learning in low-functioning children with autism spectrum disorders: a behavioral and neuroimaging study. Front Psychol. 2018;9:2737. doi: 10.3389/fpsyg.2018.02737.
  29. Horn RR, Williams AM. Observational learning. In: Skill Acquisition in Sport: Research, Theory and Practice. Routledge; 2004. p. 175-203. doi: 10.4324/9780203646564-15.
  30. Bellini S, Akullian J. A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Except Child. 2007;73(3):264- 87. doi: 10.1177/001440290707300301.
  31. Vivanti G, Trembath D, Dissanayake C. Mechanisms of imitation impairment in autism spectrum disorder. J Abnorm Child Psychol. 2014;42(8):1395-405. doi: 10.1007/s10802- 014-9874-9.
  32. Ziv G, Lidor R. Focusing attention instructions, accuracy, and quiet eye in a self-paced task—an exploratory study. Int J Sport Exerc Psychol. 2015;13(2):104-20. doi: 10.1080/1612197x.2014.946946.
  33. Emanuel M, Jarus T, Bart O. Effect of focus of attention and age on motor acquisition, retention, and transfer: a randomized trial. Phys Ther. 2008;88(2):251-60. doi: 10.2522/ ptj.20060174.
  34. Farsi A, Bahmanbegloo ZH, Abdoli B, Ghorbani S. The effect of observational practice by a point-light model on learning a novel motor skill. Percept Mot Skills. 2016;123(2):477-88. doi: 10.1177/0031512516662896.
  35. Eriksen CW, St James JD. Visual attention within and around the field of focal attention: a zoom lens model. Percept Psychophys. 1986;40(4):225-40. doi: 10.3758/bf03211502.
  36. Asadi A, Daneshfar A, Maleki B, Aiken CA. Effects of attentional focus and gaze instruction during observational learning of a basketball free-throw. Hum Mov Sci. 2023;87:103038. doi: 10.1016/j.humov.2022.103038.
Journal of Kerman University of Medical Sciences
Volume 32
Pages 1-6

Home

Editorial Board

Guide for Authors

Submit Manuscript

Guide for Reviewers

Contact Us