Low-level visual attention and its relation to joint attention in autism spectrum disorder

• Published in: Child neuropsychology Vol. 23; no. 3; pp. 316 - 331
• Main Authors: Jaworski, Jessica L. Bean, Eigsti, Inge-Marie
• Format: Journal Article
• Language: English
• Published: England Routledge 03.04.2017
• Subjects: Adolescent; Attention - physiology; Autism spectrum disorder; Autism Spectrum Disorder - diagnosis; Child; Exogenous orienting; Female; Humans; Joint attention; Joints - physiology; Male; Vision, Ocular - physiology; Visual attention; Visual orienting; Joint attention; Exogenous orienting; Visual attention; Autism spectrum disorder; Visual orienting
• ISSN: 0929-7049; 1744-4136
• DOI: 10.1080/09297049.2015.1104293

Visual attention is integral to social interaction and is a critical building block for development in other domains (e.g., language). Furthermore, atypical attention (especially joint attention) is one of the earliest markers of autism spectrum disorder (ASD). The current study assesses low-level visual attention and its relation to social attentional processing in youth with ASD and typically developing (TD) youth, aged 7 to 18 years. The findings indicate difficulty overriding incorrect attentional cues in ASD, particularly with non-social (arrow) cues relative to social (face) cues. The findings also show reduced competition in ASD from cues that remain on-screen. Furthermore, social attention, autism severity, and age were all predictors of competing cue processing. The results suggest that individuals with ASD may be biased towards speeded rather than accurate responding, and further, that reduced engagement with visual information may impede responses to visual attentional cues. Once attention is engaged, individuals with ASD appear to interpret directional cues as meaningful. These findings from a controlled, experimental paradigm were mirrored in results from an ecologically valid measure of social attention. Attentional difficulties may be exacerbated during the complex and dynamic experience of actual social interaction. Implications for intervention are discussed.