Can a Virtual tour reduce anxiety in young optometry patients with ASD?Dr Greg Carey
This study looks at the effect of an online preview of visiting the optometrist on the levels of anxiety in children and adolescence with Autism Spectrum Disorder (ASD). It is hypothesised that those who use the online preview will experience less anxiety before and during the visit resulting in more reliable assessments and improved service for this group.
The level of anxiety of those using the online preview is compared to those who had no intervention before the appointment. Before the visit half of those given appointments were given access to an online interactive walkthrough of the examination environment. Others received no contact before the visit. On arrival both groups used a simple visual method to describe their level of anxiety and the self-reporting used to determine any effect of the online preview on the reported level of anxiety.
A reduction in the level of anxiety during the visit will bring more accurate and confident results in the testing. This research will have extensive implications for future testing and assessment of health issues for children and adolescents with ASD.
At the APM Women in Project Management 2014 National Conference, Susan talked us through the “Seven Ages of Woman” explaining how findings in neuroscience support gender equality, and how environment and experience are proving as important as genetic make up in human development.
Eye gaze performance for children with severe physical impairm.docxlmelaine
Eye gaze performance for children with severe physical impairments using
gaze-based assistive technology—A longitudinal study
Maria Borgestig, PhDa,b, Jan Sandqvist, PhDa, Richard Parsons, PhDc, Torbjörn Falkmer, OT, MD/PhD, Profc,d,e,
and Helena Hemmingsson, Reg OT, PhDa
aDepartment of Social and Welfare Studies, Linköping University, Linköping, Sweden; bFolke Bernadotte Regional Habilitation Centre and
Department of Women’s and Children’s Health, Uppsala University, Uppsala, Sweden; cSchool of Occupational Therapy & Social Work, Curtin
University, Perth, Australia; dSchool of Occupational Therapy, La Trobe University, Melbourne, Australia; eRehabilitation Medicine, Department of
Medicine and Health Sciences (IMH), Faculty of Health Sciences, Linköping University & Pain and Rehabilitation Centre, UHL, County Council,
Linköping, Sweden
ABSTRACT
Gaze-based assistive technology (gaze-based AT) has the potential to provide children affected by
severe physical impairments with opportunities for communication and activities. This study aimed to
examine changes in eye gaze performance over time (time on task and accuracy) in children with severe
physical impairments, without speaking ability, using gaze-based AT. A longitudinal study with a before
and after design was conducted on 10 children (aged 1–15 years) with severe physical impairments, who
were beginners to gaze-based AT at baseline. Thereafter, all children used the gaze-based AT in daily
activities over the course of the study. Compass computer software was used to measure time on task
and accuracy with eye selection of targets on screen, and tests were performed with the children at
baseline, after 5 months, 9–11 months, and after 15–20 months. Findings showed that the children
improved in time on task after 5 months and became more accurate in selecting targets after
15–20 months. This study indicates that these children with severe physical impairments, who were
unable to speak, could improve in eye gaze performance. However, the children needed time to practice
on a long-term basis to acquire skills needed to develop fast and accurate eye gaze performance.
ARTICLE HISTORY
Accepted 4 September 2015
KEYWORDS
assistive devices; computer
access; physical disability
Introduction
Some children with severe physical impairments also lack the
ability to speak. They are commonly diagnosed as having cerebral
palsy (Cans, 2000), and the severe motor impairment is often
associated with concomitant cognitive impairment and limited
performance in everyday activities (Kantak, Sullivan, & Burtner,
2008; Rosenbaum et al., 2007). These children do not have control
over their body movements and are therefore dependent on
assistance in all activities, including communication, eating, and
playing (Cans, 2000; Østensjø, Carlberg, & Vøllestad, 2005). Eye
movements may be the only movements they can control volun-
tarily. For that reason, assistive technology (AT) based on a
computer controlled by their ...
PERIOCULAR RECOGNITION USING REDUCED FEATURESijcsit
Biometrics is science of measuring and statistically analyzing biological data. Biometric system establishes identity of a person based on unique physical or behavioural characteristic possessed by an individual.Behavioural biometrics measures characteristics which are acquired naturally over time. Physical biometrics measures inherent physical characteristics on a n individual. Over the last few decades enormous attention is drawn towards ocular biometrics. Cues provided by ocular region have led to exploration of newer traits. Feasibility of periocular region as a useful biometric trait has been explored recently. With the promising results of preliminary examination, research towards periocular region is currently gaining lot of prominence. Researchers have analyzed various techniques of feature extraction and classification in the periocular region. The current paper investigates the effect of using Lower Central Periocular Region (LCPR) for identification. The results obtained are comparable with those acquired for the entire periocular region with an advantage of reduced periocular area
This paper presents an efficient ear recognition technique which derives benefits from the local features of the
ear and attempt to handle the problems due to pose, poor contrast, change in illumination and lack of
registration. Recognizing humans by their ear have recently received significant attention in the field of
research. Ear is the rich in characteristics. This paper provides a detailed survey of research done in ear
detection and recognition. This survey paper is very useful in the current state-of- art for those who are working
in this area and also for those who might exploit this new approach.
Pat Levitt: Neurodevelopmental Disorder Heterogeneity, Brain Development and ...Beitissie1
In his lecture, Prof. Pat Levitt describes the great heterogeneity of the brain, which makes people different from each other and is a significant challenge to treating people with disabilities.
Can a Virtual tour reduce anxiety in young optometry patients with ASD?Dr Greg Carey
This study looks at the effect of an online preview of visiting the optometrist on the levels of anxiety in children and adolescence with Autism Spectrum Disorder (ASD). It is hypothesised that those who use the online preview will experience less anxiety before and during the visit resulting in more reliable assessments and improved service for this group.
The level of anxiety of those using the online preview is compared to those who had no intervention before the appointment. Before the visit half of those given appointments were given access to an online interactive walkthrough of the examination environment. Others received no contact before the visit. On arrival both groups used a simple visual method to describe their level of anxiety and the self-reporting used to determine any effect of the online preview on the reported level of anxiety.
A reduction in the level of anxiety during the visit will bring more accurate and confident results in the testing. This research will have extensive implications for future testing and assessment of health issues for children and adolescents with ASD.
At the APM Women in Project Management 2014 National Conference, Susan talked us through the “Seven Ages of Woman” explaining how findings in neuroscience support gender equality, and how environment and experience are proving as important as genetic make up in human development.
Eye gaze performance for children with severe physical impairm.docxlmelaine
Eye gaze performance for children with severe physical impairments using
gaze-based assistive technology—A longitudinal study
Maria Borgestig, PhDa,b, Jan Sandqvist, PhDa, Richard Parsons, PhDc, Torbjörn Falkmer, OT, MD/PhD, Profc,d,e,
and Helena Hemmingsson, Reg OT, PhDa
aDepartment of Social and Welfare Studies, Linköping University, Linköping, Sweden; bFolke Bernadotte Regional Habilitation Centre and
Department of Women’s and Children’s Health, Uppsala University, Uppsala, Sweden; cSchool of Occupational Therapy & Social Work, Curtin
University, Perth, Australia; dSchool of Occupational Therapy, La Trobe University, Melbourne, Australia; eRehabilitation Medicine, Department of
Medicine and Health Sciences (IMH), Faculty of Health Sciences, Linköping University & Pain and Rehabilitation Centre, UHL, County Council,
Linköping, Sweden
ABSTRACT
Gaze-based assistive technology (gaze-based AT) has the potential to provide children affected by
severe physical impairments with opportunities for communication and activities. This study aimed to
examine changes in eye gaze performance over time (time on task and accuracy) in children with severe
physical impairments, without speaking ability, using gaze-based AT. A longitudinal study with a before
and after design was conducted on 10 children (aged 1–15 years) with severe physical impairments, who
were beginners to gaze-based AT at baseline. Thereafter, all children used the gaze-based AT in daily
activities over the course of the study. Compass computer software was used to measure time on task
and accuracy with eye selection of targets on screen, and tests were performed with the children at
baseline, after 5 months, 9–11 months, and after 15–20 months. Findings showed that the children
improved in time on task after 5 months and became more accurate in selecting targets after
15–20 months. This study indicates that these children with severe physical impairments, who were
unable to speak, could improve in eye gaze performance. However, the children needed time to practice
on a long-term basis to acquire skills needed to develop fast and accurate eye gaze performance.
ARTICLE HISTORY
Accepted 4 September 2015
KEYWORDS
assistive devices; computer
access; physical disability
Introduction
Some children with severe physical impairments also lack the
ability to speak. They are commonly diagnosed as having cerebral
palsy (Cans, 2000), and the severe motor impairment is often
associated with concomitant cognitive impairment and limited
performance in everyday activities (Kantak, Sullivan, & Burtner,
2008; Rosenbaum et al., 2007). These children do not have control
over their body movements and are therefore dependent on
assistance in all activities, including communication, eating, and
playing (Cans, 2000; Østensjø, Carlberg, & Vøllestad, 2005). Eye
movements may be the only movements they can control volun-
tarily. For that reason, assistive technology (AT) based on a
computer controlled by their ...
PERIOCULAR RECOGNITION USING REDUCED FEATURESijcsit
Biometrics is science of measuring and statistically analyzing biological data. Biometric system establishes identity of a person based on unique physical or behavioural characteristic possessed by an individual.Behavioural biometrics measures characteristics which are acquired naturally over time. Physical biometrics measures inherent physical characteristics on a n individual. Over the last few decades enormous attention is drawn towards ocular biometrics. Cues provided by ocular region have led to exploration of newer traits. Feasibility of periocular region as a useful biometric trait has been explored recently. With the promising results of preliminary examination, research towards periocular region is currently gaining lot of prominence. Researchers have analyzed various techniques of feature extraction and classification in the periocular region. The current paper investigates the effect of using Lower Central Periocular Region (LCPR) for identification. The results obtained are comparable with those acquired for the entire periocular region with an advantage of reduced periocular area
This paper presents an efficient ear recognition technique which derives benefits from the local features of the
ear and attempt to handle the problems due to pose, poor contrast, change in illumination and lack of
registration. Recognizing humans by their ear have recently received significant attention in the field of
research. Ear is the rich in characteristics. This paper provides a detailed survey of research done in ear
detection and recognition. This survey paper is very useful in the current state-of- art for those who are working
in this area and also for those who might exploit this new approach.
Pat Levitt: Neurodevelopmental Disorder Heterogeneity, Brain Development and ...Beitissie1
In his lecture, Prof. Pat Levitt describes the great heterogeneity of the brain, which makes people different from each other and is a significant challenge to treating people with disabilities.
Visual Processing and Autism Spectrum Disorders (1)
1. VISUAL PROCESSING AND
AUTISM SPECTRUM
DISORDERS
A PRESENTATION FOR TEACHERS AND OTHER PROFESSIONALS WHO
WORK WITH CHILDREN IN THE AUTISM COMMUNITY
2. CONFIGURATIONAL SYSTEM PROCESSING
BELIEVED TO BE SPECIALIZED SYSTEM FOR THE BRAIN IN RECOGNIZING LARGER
CONFIGURATIONS AND FACES (STERNBERG & STERNBERG, 2012).
• NOT FOR ANALYZING INDIVIDUAL ELEMENTS
• ENCOMPASSES FACIAL RECOGNITION
• FACIAL RECOGNITION FOR THE MOST PART OCCURS IN THE FUSIFORM GYRUS
3. FEATURE ANALYSIS SYSTEM
BELIEVED TO BE HOW THE BRAIN RECOGNIZES SEPARATE PARTS AND ASSEMBLES THEM INTO
WHOLE OBJECTS (STERNBERG & STERNBERG, 2012). THIS SYSTEM ALSO ALLOWS THE
DISTINGUISHING OF A TARGET ELEMENT FROM DISTRACTORS, (TREISMAN, A. & GORMICAN,
S., 1988).
• EXAMINES DIFFERENT ELEMENTS OF THE WHOLE
• SOMEWHAT USEFUL IN FACIAL RECOGNITION
• DISTINGUISHES TARGET ELEMENTS-VISUAL SEARCH
4. THE OCCIPITAL LOBE. (IMAGE RETRIEVED FROM
HTTP://WWW.CHP.EDU/OUR-
SERVICES/BRAIN/NEUROLOGY/EPILEPSY/TYPES/SYNDROMES/BENIGN-OCCIPITAL-EPILEPSY)
5. THE FUSIFORM GYRUS (IMAGE RETRIEVED FROM
HTTP://WHITE.STANFORD.EDU/TEACH/INDEX.PHP/NEUROPHYSIOLOGY_OF_FACE_PERCEPTION_AN
D_SOCIAL_INFORMATION_PROCESSING)
6. WHY IS THIS IMPORTANT? (IMAGE RETRIEVED FROM
HTTP://FEWPICT.COM/CAT/16/QUESTION-MARK-02.HTML)
7. CONFIGURATIONAL SYSTEM PROCESSING-
AUTISM SPECTRUM DISORDERS
• WAS BELIEVED THAT PEOPLE WITH AUTISM HAD A SOCIAL FUNCTIONING IMPAIRMENT
WHICH LED TO DIFFICULTY RECOGNIZING FACES (BEHRMANN, THOMAS, & HUMPHREYS,
2006)
• NEW THEORY EMERGED SUGGESTING THE IMPAIRMENT WAS IN VISUAL-PERCEPTUAL
PROCESSING (BEHRMANN, THOMAS, & HUMPHREYS, 2006)
• FMRI FOUND EVIDENCE SHOWING FACIAL PROCESSING OCCURS OUTSIDE THE FUSIFORM
GYRUS (PIERCE, MUELLER, AMBROSE, ALLEN & COURCHESNE, 2001)
8. IMAGES SHOWING THE DIFFERENCE FACIAL
PROCESSING SITES IN A “NORMAL” BRAIN AND
THAT OF SOMEONE WITH AUTISM(IMAGE RETRIEVED FROM
HTTP://NEWS.HOFSTRA.EDU/2015/03/18/EMOTIONAL-FACE-PROCESSING-IN-AUTISM-ASSOCIATED-WITH-
BRAIN-FUNCTION-DIFFERENCES/)
9. FEATURE ANALYSIS SYSTEM-AUTISM
SPECTRUM DISORDER
O’RIORDAN, PLAISTED, DRIVER AND BARON-COHEN (2001), REPORT CHILDREN WITH
AUTISM HAVE SUPERIOR VISUAL SEARCH SKILLS.
• CHILDREN WITH AUTISM PERFORMED BETTER THAN NORMALLY DEVELOPING CHILDREN
ON DIFFICULT VISUAL SEARCH
• ENHANCED UNIQUE ITEM DETECTION IN AUTISM
10. BENEFITS OF VIDEO GAMES FOR CHILDREN
WITH AUTISM
SEVERAL BENEFITS WERE FOUND IN UTILIZING VIDEO GAMES AS EDUCATIONAL AIDS FOR CHILDREN WITH
AUTISM (DURKIN, K, 2010).
• STRONG ENTHUSIASM FOR CHILDREN WITH AUTISM FOR PLAYING
• STRONG ATTRACTION FOR SCREEN-BASED ENTERTAINMENT
• HELPS THEM TO RELATE TO WORLD AND OTHERS
• VIDEO GAMES CALL FOR HIGH ATTENTION AND VISUAL SEARCH SKILLS, CHILDREN WITH AUTISM EXCEL AT
VISUAL SEARCH
• SCHOOL-AGED CHILDREN WERE ABLE TO IDENTIFY EMOTIONS PRESENTED BY AVATARS, SOMETHING
CHILDREN WITH AUTISM STRUGGLE WITH
• LEARNED MORE WORDS FROM COMPUTERIZED DELIVERY SYSTEM
11. THE END. (IMAGE RETRIEVED FROM HTTP://CLIVEPRICE.ME/RESEARCH-ON-VIDEO-
GAMES-AND-CHILDREN/)
12. REFERENCES
BEHRMANN, M., THOMAS, C., & HUMPHREYS, K. (2006). SEEING IT DIFFERENTLY: VISUAL PROCESSING IN
AUTISM. TRENDS IN COGNITIVE SCIENCES, 10(6), 258-264. ABSTRACT RETRIEVED FROM:
HTTP://WWW.SCIENCEDIRECT.COM/SCIENCE/ARTICLE/PII/S1364661306001070
DE JONG, M.V., KEMNER, C., DE HAAN, E.H., COOPENS, J.E., VAN DEN BERG, T.J.T.P., & VAN
ENGELAND, H. (2007). VISUAL INFORMATION PROCESSING IN HIGH-FUNCTIONING INDIVIDUALS WITH
AUTISM SPECTRUM DISORDERS AND THEIR PARENTS. NEUROPSYCHOLOGY, 21(1), 65-73.
DOI: . HTTP://DX.DOI.ORG/10.1037/0894-4105.21.1.65
DURKIN, K. (2010). VIDEO GAMES AND YOUNG PEOPLE WITH DEVELOPMENTAL DISORDERS. REVIEW OF GENERAL PSYCHOLOGY, 14(2),
122-140.
DOI: HTTP://DX.DOI.ORG/10.1037/A0019438
O’RIORDAN, M.A., PLAISTED, K.C., DRIVER, J., & BARON-COHEN, S. (2001). SUPERIOR VISUAL SEARCHING
IN AUTISM. JOURNAL OF EXPERIMENTAL PSYCHOLOGY: HUMAN PERCEPTION AND PERFORMANCE,
27(3), 719-730.
DOI: HTTP://DX.DOI.ORG/10.1037/0096-1523.27.3.719
13. PIERCE, K., MUELLER, R.A., AMBROSE, J., ALLEN, G., & COURCHESNE, E. (2001). FACE PROCESSING
OCCURS OUTSIDE THE FUSIFORM ‘FACE AREA’ IN AUTISM: EVIDENCE FROM FUNCTIONAL MRI. BRAIN
A JOURNAL OF NEUROLOGY, 2059-2073.
DOI: HTTP://DX.DOI.ORG/10.1093/BRAIN/124.10.2059
STERNBERG, R.J. & STERNBERG, K. (2012). COGNITIVE PSYCHOLOGY (6TH ED.). BELMONT, CA:
WADSWORTH.
TREISMAN, A., & GORMICAN, S. (1988). FEATURE ANALYSIS IN EARLY VISION: EVIDENCE FROM SEARCH
ASYMMETRIES. PSYCHOLOGICAL REVIEW, 95(1), 15-48.
DOI: . HTTP://DX.DOI.ORG/10.1037/0033-295X.95.1.15
Editor's Notes
Greetings ladies and gentlemen. We are here today to discuss two theories in cognitive visual perception and how they relate to children with autism. The two theories we will explore are feature analysis system and configurational system. Since it is believed these systems take place in the occipital lobe they present special considerations when dealing with the autism community. Our goals are to understand what these systems accomplish under normal circumstances; how they function differently in the brain of someone with autism; and examine the use of video games as a tool to help children with autism cope with the differences.
The configurational system is believed to specialize in recognizing larger configurations and faces. This system is not well-equipped to recognize the different elements of an overall configuration or pattern. The configurational system is most important is recognizing faces, a task which presents special challenges to individuals with autism. We are so dependent on this system to recognize the people who we see everyday that we may overlook a distinct change in someone’s appearance. Facial recognition for the most part takes place in the fusiform gyrus of the temporal lobe. We will see an image of the fusiform gyrus shortly.
The feature analysis system is like the other side of the coin in regards to the configurational system. This system allows us to recognize parts of the whole, or the individual elements which may up a larger object, pattern or face. Feature analysis is useful in facial recognition, but to a lesser degree. It allows us to examine different features of the face before making a final judgement or determination on the face, i.e. is this someone we know but do not recognize immediately. Research has found that people have an easier recognizing the separate elements of an object and being able to determine what object the elements belong to. This system also the brain to pick out a target element in a visual plain of distractors.
This is an image of the occipital lobe. This is the area of the brain responsible for visual processing.
This is an image of the fusiform gyrus in a brain scan from different orientations. The fusiform gyrus is highly active when we examine faces, but not when we examine other objects. Activity and function of the fusiform gyrus is so important because from infancy we are fascinated with faces. Babies stare intently at the faces of caregivers and will track a picture of a face much more readily then a picture of some other object or pattern.
You may be wondering at this point why any of this is important. As I stated in the introduction one of the goals is to understand how the configurational system and feature analysis system work under normal circumstances in order to understand what is different about the brain of someone with autism.
At one time researchers believed people with autism experienced a social functioning impairment in the brain, and this in turn led to their difficulties in processing/recognizing faces. Another theory emerged which claimed facial processing impairments in the brain of someone with autism were visual-perceptual in nature, and that the social impairment was more of a symptom, not a cause. More recent researched has helped to confirm the visual-perceptual hypothesis. Pierce, Mueller, Ambrose, Allen and Courchesne reported in 2001 that fMRI data shows facial processing and recognition in the brain of someone with autism takes place outside of the fusiform gyrus.
The above image shows the different activated areas of a neurotypical person with that of someone with autism when processing and recognizing faces. As the last image on the bottom right shows there is a large difference in the areas of the brain which are activated. As we learned from a previous slide the typical processing site in the fusiform gyrus is in the bottom right part of the brain. As the final image above shows, in the brain of someone with autism the facial processing takes place higher up along the center of the brain in the parietal lobe. Pierce et. al (2001) state that understanding facial processing in the brain of someone with autism is not only important for understanding the social deficits which come from this disorder, but gives researchers a chance to understand experiential factors related to normal face processing.
An interesting study by O’Riordan, Plaisted, Driver and Baron-Cohen in 2001 found results which provide evidence of superior visual search skills in children with autism. In matched-group trials in two separate experiments children with autism out performed their peers who were normally-developed. The result was found to occur regardless of whether their was a test using a single feature or a conjunction of features. The brain of a child with autism is simply wired a little differently then that of a neurotypical child. Like all children, these children have their own special abilities and cognitive obstacles. The enhanced visual search abilities is going to be important when we discuss the use of educational video games as a tool to help children with autism in the classroom.
Several benefits were found for children with autism when video games were introduced as instructional tools in the classroom. First of children with autism love to play video games just as much as their typical peers, they engage easily with the medium, not only for video games but virtual reality displays. Video games help children with autism relate to the world and people around them more easily. Given the impairment in visual perceptive processing of faces, children with autism suffer socially. Any method which helps them relate better with world they may feel isolated from should be examined and implemented if the methods and effects are positive. Video games play to the visual search strengths of children with autism. Implementing this tool in the classroom can boost self-esteem and increase engagement. Children showed high levels of achievement in recognizing the emotions on video game avatars, video games can address this area of visual processing which children with autism frequently struggle with. Lastly children with autism were more attentive to and learned more words from a computerized vocabulary delivery system, then when a teacher delivered the same material. While this is not directly related to the visual perceptual processing of children with autism this is further evidence of the usefulness of video games as an educational aid.
This concludes the presentation. Thank you for your time and I hope you have gained some new knowledge and ideas about to better help the children you work with.