A review of methods in the study of attention in autism

Abstract

Atypical attention, while not a diagnostic feature, is common in individuals with autism spectrum disorders (ASD). The study of these atypicalities has recently gained in both quantity and quality, due in part to an increased focus on attentional atypicalities as one of the earliest signs of ASD in infancy. A range of attentional processes and components have been investigated, and the methods used are varied, from Posner-type paradigms, to the more recent use of eye-movement recording and change-detection techniques. This methodological complexity is one factor in the production of conflicting evidence on the topic of attention in ASD. This review uses a focus on methodology to clarify the literature to date and provide a resource for researchers wishing to study attention in ASD. Other factors that have contributed to the current discrepancies in findings are discussed, particularly the role of individual and group differences within the population of people with ASD. AbstractAtypical attention, while not a diagnostic feature, is common in individuals with autism spectrum disorders (ASD). The study of these atypicalities has recently gained in both quantity and quality, due in part to an increased focus on attentional atypicalities as one of the earliest signs of ASD in infancy. A range of attentional processes and components have been investigated, and the methods used are varied, from Posner-type paradigms, to the more recent use of eye-movement recording and change-detection techniques. This methodological complexity is one factor in the production of conflicting evidence on the topic of attention in ASD. This review uses a focus on methodology to clarify the literature to date and provide a resource for researchers wishing to study attention in ASD. Other factors that have contributed to the current discrepancies in findings are discussed, particularly the role of individual and group differences within the population of people with ASD.

Relationship Between Sustained, Selective and Shifting Attention and Behavioral Symptoms in Children With High-Functioning Autism

“…Sustained attention is controlled by reticular formation, brainstem and frontal areas (36). Sustained attention is the most basic and simplest level of attention and any deficiency of sustained attention can influence other types of attention (37). According to CPT, errors of omission are related to inattention and errors of commission are related to impulsivity.…”

Classroom displays—Attraction or distraction? Evidence of impact on attention and learning from children with and without autism.

“…Alongside the diagnostic dyad of impairments, a range of attentional atypicalities have been documented (Ames &Fletcher-Watson, 2010;Mottron, Dawson, Soulieres, Hubert & Burack., 2005). One feature of atypical attention in ASD involves priority for social versus non-social information.…”

Brief Report: How Adolescents with ASD Process Social Information in Complex Scenes. Combining Evidence from Eye Movements and Verbal Descriptions

“…Such reports have provided insight into cognitive processes beyond that found in eye-tracking data alone (Smilek, Birmingham, Cameron, Bischof & Kingstone, 2006). As noted by Ames and Fletcher-Watson (2010), complementing traditional behavioural measures with analysis of spontaneous reports may facilitate a broader understanding of ASD.…”