167
Posters Advancing Comprehensive Early Childhood Intervention
Session 3
HEALTH Topic - Autism Spectrum Disorder
p3.01 Biomarkers in the Early Diagnosis of Autism: An Analysis of Eye-Tracking Technology and Research
Presenting Author: Zehra Cevher (Turkey) Affiliation: Ağrı İbrahim Çeçen Üniversity Co-Author: Hüsne Öz Alkoyak
Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder affecting social, communicative, and behavioral skills. Early diagnosis plays a critical role in improving developmental and educational outcomes for individuals with ASD. Identifying biomarkers has become essential for accelerating diagnosis and tailoring intervention plans. Eye-tracking technology offers an innovative method for objectively measuring social attention, facial recognition, joint attention, and visual attention patterns in individuals with ASD. This study reviews the literature on the use of eye-tracking for biomarker identification and evaluates its contributions to the early diagnosis process. Research findings indicate that individuals with ASD exhibit distinct patterns of reduced attention to faces, eyes, and social cues compared to typically developing peers. These differences provide a foundation for identifying reliable biomarkers. This study highlights how eye-tracking-based biomarkers can be integrated into early diagnostic processes and improve the accuracy of diagnostic tools, positioning eye-tracking as a valuable resource for early ASD detection. p3.02 Clothing and Tactile Hyperreactivity: The Voice of the Child Presenting Author: Lizette Diedericks (South Africa) Affiliation: University of Pretoria Co-Authors: Boitumelo Montshosi, Karin van Niekerk Research on clothing and tactile hyperreactivity often prioritizes the perspectives of parents, teachers, and occupational therapists, with limited attention given to children's voices. This study addresses this gap by exploring children's perspectives regarding clothing irritation and comfort. Eleven children aged 5 to 9 with tactile hyperreactivity participated in home-based interviews, each with a parent present following ethical clearance. Each child selected three garments they found irritating and three they considered comfortable. Through probing questions, they described the sensory qualities that triggered discomfort or provided comfort in each garment. Afterwards, the garments were photographed for artefact analysis. The interview transcriptions and photos were coded using Atlas.ti. Data analysis revealed three primary sources of irritation: fabric properties, design (styling), and garment construction. The findings provide valuable guidance for avoiding problematic clothing features and offer actionable insights for therapists, teachers, and parents to better support children with tactile hyperreactivity in selecting appropriate clothing. p3.03 Comparison of Using Picture Cards and Robots in Auditory-Visual Conditional Discrimination Teaching for Children With ASD Presenting Author: Gokhan Ince (Turkey) Affiliation: Anadolu University Co-Authors: Ibrahim H. Diken, Ali Kaymak, Hasan Kose, Alperen Sagdic Auditory-Visual Conditional Discrimination (AVCD) teaching is one of the primary skills targeted in educational programs designed for children with autism spectrum disorder (ASD). Studies have consistently demonstrated the effectiveness of teaching methods and strategies based on applied behavior analysis (ABA) for teaching AVCD to children with ASD. However, despite the development of effective procedures, some children with ASD continue to experience difficulties in learning AVCD skills. This poster presentation compares the effectiveness and efficiency of two instructional methods for teaching AVCD skills to children with ASD: picture cards in teacher-delivered instruction and a robot's screen in robot-delivered instruction. The study has been carried out with four preschool children with ASD as participants and employed the adaptive alternating treatments design. Results will be shared at the conference. p3.04 Early Intervention Program for Developing Communication With Autistic Children between 2 and 5 Years Old Presenting Author: Maria Aguilera Perez (Chile) Affiliation: Finis Terrae University Autistic boys and girls are characterized by inability to communicate. The problem can be in the process prior to communication prelinguistic levels and therefore the product is altered. The early stimulation program allows the development of communication bases in autistic children between 2 and 5 years old and can be developed by parents in predictable contexts and materials, which facilitate communication development. We used Prelinguistic communication assessment scale (PCAS). Program activities included: paying attention and sitting down, imitation of movement, imitation of sound, object permanence, functional games, waiting for their turn and purposeful communication. Materials to be used to stimulate abilities are: (authentic) musical instruments, therapeutic balls, children’ deep interest objects and food.
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