该项目得到赠款发育研究院 R01 HD068479 (J.N.C.) 和 K08 MH112891-01 (新墨西哥州) 以及华盛顿大学智力和发展残疾研究中心 (NIH/发育研究院 P30 HD062171, J.N.C. PI) 的支持。我们感谢所有参与早期互惠社会发展研究的家庭, 他们对时间和努力的慷慨投入。我们感谢儿童作为录像得分锚和她的家人, 她对 vrRSB 的贡献。我们感谢苏珊 Vugteveen 对书面文本的校对和出现在视频协议中。

此处描述的所有方法都已获得圣路易斯华盛顿大学机构审查委员会 (人力资源保护办公室编号: 201208010) 的批准。
1. 获得 vrRSB
<ol><li>要获得 vrRSB 的副本, 请向高级作者约翰 constantino 教授 (constantino@wustl.edu constantino@wustl) 发送电子邮件请求。</li>
	<li>指定 vrRSB 的联机版本或硬拷贝格式的首选项。<ol>
<li>请注意, 在线版本 ("Online_vrRSB") 格式化为在红帽子中实现, 这是一个广泛使用的、安全的在线数据收集工具 (www.projectredcap.org), 可供属于红帽子财团成员的机构中的人员使用。</li>
		<li>请注意, 硬拷贝版本包括 PDF 的调查表, 一个副本的密码保护在线链接到视频剪辑, 并评分指示。感兴趣的缔约方还可以请求这些文件的纸质副本, 以及带有视频的 DVD。</li>
	</ol>
</li>
</ol>2. 上传并启用红帽子中的在线 vrRSB
<ol><li>将 vrRSB (Online_vrRSB) 的联机文件保存在已知的计算机位置。</li>
	<li>在将Online_vrRSB上载到红帽子之前, 请创建一个新项目以将调查表放在红帽子中。首先, 登录到红帽子, 然后在页面顶部的功能区中单击新建项目。此步骤将启动创建新的红帽子项目页。</li>
	<li>在字段项目标题和项目的用途中输入特定于学习的文本。需要这些字段才能继续。</li>
	<li>对于提示从头开始项目还是从模板开始？选择单选按钮上载红帽子项目 xml 文件。然后出现一个窗口, 提供对计算机文件的访问权限;从步骤2.1 中选择Online_vrRSB文件, 然后单击打开。</li>
	<li>滚动到页面底部, 然后单击创建项目。此步骤将打开一个 "项目设置" 页, 该页面提供用于将调查合并到红帽子项目中的工作流。</li>
	<li>在标记为主项目设置的框中, 单击此项目中的选项使用调查旁边的启用。此步骤允许 vrRSB 在项目内访问。</li>
	<li>继续执行下一个框, 标记为设计数据收集工具 & 启用调查。选择联机设计器。这将打开一个屏幕上的工具表在项目内。</li>
	<li>在包含 vrRSB 的行中, 单击启用调查。然后, 将出现设置我的调查选项卡。</li>
	<li>滚动到页面底部, 然后单击保存更改以完成红帽子项目中 vrRSB 的启用。</li>
</ol>3. 在红帽子中定制在线 vrRSB 的演示文稿
<ol><li>在侧栏菜单中单击项目主页, 然后找到快速任务框。</li>
	<li>在快速任务框中, 选择联机设计器和上载数据字典以打开一个数据收集工具表, 其中列出了 vrRSB 作为红帽子项目的一部分。</li>
	<li>要修改 vrRSB 文本中的指令, 请单击vrRSB列表。单击特定文本框左上角的铅笔, 编辑现有文本, 并在每次修改后命中保存。<ol>
<li>在标记为欢迎页面的框中, 根据需要提供特定于学习的背景信息 (有关建议, 请参见步骤 4.2)。</li>
		<li>单击添加域以允许在需要时输入其他参与者特征。当前模板包括按月分级的孩子的年龄、性别以及评分员与孩子的关系。</li>
		<li>通过在视频中遇到技术困难时插入一个学习联系人, 编辑视频引用项目前面的说明。</li>
	</ol>
</li>
	<li>要自定义调查格式 (例如背景色、字体), 请在数据收集工具表中的 vrRSB 行中单击调查设置。</li>
	<li>若要获取调查的联机链接, 请返回项目主页, 然后在快速任务框中单击管理调查参与者。将打开公共调查链接页面, 该页提供了调查的 URL。单击 URL 旁边的按钮以复制调查链接。<ol>
<li>要通过电子邮件向学习参与者发送链接, 请选择参与者列表选项卡. 单击添加参与者插入电子邮件和撰写调查邀请按钮生成介绍性电子邮件。</li>
	</ol>
</li>
</ol>4. 管理 vrRSB
<ol><li>选择理解书面英语的答卷人, 并在过去一个月内至少花了6小时观察目标儿童 (18-30 月的年龄)。成功完成 vrRSB 不需要或承担专门的培训, 只有被调查者经常观察到一个年幼的孩子在他或她与他人的自然互动中的行为。受访者可能包括护理人员、临床医生、与儿童密切合作的其他专业人员, 或希望使用视频评分定位来生成校准评分以比较多个孩子的研究者。 注: 对参与半结构化交互式播放会话的儿童进行30分钟的观察, 足以让评分人提供具有和没有 ASD12的评分。6小时基准的目的是要考虑到现实世界社会局势中更大的预期变化。</li>
	<li>在向答卷人介绍调查时, 请提供背景信息以供澄清、 g、管理 vrRSB 的目的、使用视频参考项目和预期完成时间 (10-15 分钟)。<ol>
<li>对于受访者远程参与的情况, 请在陪同 vrRSB 的求职信中包括此类信息。</li>
		<li>对于参与者在线完成 vrRSB 的情况, 请提供 web 地址以访问 vrRSB。</li>
	</ol>
</li>
	<li>解释记分锚的视频是从网上还是从 DVD 中访问。对于联机访问, 请包括 web 地址和密码。</li>
	<li>如果在访问完整视频、查看图像或听到声音时遇到困难, 请通知受访者联系帮助。在联机版本中, 此通知包含在视频引用项之前的说明中 (步骤 3.3)。</li>
	<li>提醒答卷人注意整个3分钟的视频剪辑, 他们可能不止一次观看。 注: 受访者下一个完整的问题 1-13, 视频参考的项目, 其中他们是比较的主题孩子的当前社会能力与儿童在视频-得分锚。在视频参考项目完成后, 受访者将完成剩余的非视频参考项目, 这些内容描述了社会行为的特征方面。视频和非视频引用的项目都使用四点李克特分级比例, 并且在调查表正文中的两组项目之前都有书面说明 (附录 1)。</li>
</ol>5. 在线 vrRSB 自动评分
<ol><li>要查看个人的分数 (在临床设置中可能有用), 请单击侧栏菜单中数据收集下的添加/编辑记录。<ol>
<li>在下面的屏幕中, 在选择现有参与标识 #下, 从下拉菜单中选择参与者。该参与者的记录主页将出现, 其中包含为该参与者收集的表列表。</li>
		<li>要访问该参与者的总计和分项分数, 请单击vrRSB 分数行中的状态。</li>
	</ol>
</li>
	<li>要查看给定研究中所有参与者的 vrRSB 分数, 请返回到项目主页, 然后单击创建报告。<ol>
<li>在文本框中输入报表的名称, 然后继续执行步骤 2, 允许选择要包括在报表中的数据字段。</li>
		<li>在选项 "从选定的工具中添加所有字段" 旁边, 从下拉菜单中选择vrRSB 分数以获得总计和分项分数。对于项目级数据, 请选择vrRSB。若要只保留报表中可用字段的子集, 请单击不需要字段右侧的红色x , 以便排除它们。</li>
		<li>滚动到页面底部, 然后单击保存报告。接受返回到 "我的报表和导出" 的选项, 它将显示包含新创建的报表的行的表。</li>
		<li>单击查看报告可查看所有参与者的分数 (表 1)。要返回查看选项表, 请单击 "我的报告和导出" 选项卡。</li>
		<li>单击导出数据并选择选择的格式 (例如csv 格式)。然后单击右下的 "导出数据" 按钮。在后续屏幕中, 单击确认数据格式的图标继续。</li>
		<li>单击"统计和图表"按钮以查看描述性统计信息 (例如,指总分、标准偏差) 和红帽子中 vrRSB 分数的 scatterplots。</li>
	</ol>
</li>
</ol>6. vrRSB 的手工评分
<ol><li>将项目标识为正向得分或反向得分 (表 1、正向和反向得分项目的分类)。 注: 由于该比例是为了量化 RSB 中的缺陷, 一个指标的核心自闭症症状, 更高的点值表明较低的 RSB 水平。正向得分的项目是那些, 一个更肯定的答案表明较少适当的互惠社会行为。反向得分的项目是那些, 一个更肯定的答案表明更适当的互惠社会行为。</li>
	<li>为每个响应分配一个值, 如表 1中所示 (项分级的点值)。</li>
	<li>为缺少的项响应分配零值。超过四个缺少响应的调查被认为无效。</li>
	<li>将项目分配给适当的点值后, 将相应的项添加到选择的主要分数或分项分数 (表 1) 中。 注: 主要评分选项包括 RSB 总分 (视频参考加上非视频参考 RSB 项目) 和视频参考评分;对于 ASD (即社会通信和受限制的重复行为) 的2核心症状域, 也注意到了副分量表项合计。分数≥2标准偏差低于平均值, 在一般人口样本12中获得的分数的底部5% 中, 暗示了 RSB (表 1) 中的缺陷。</li>
	<li>请注意, 某些项目不包括在 vrRSB 的评分中。这些补充项目提供了 RSB 以外发展方面的一般信息, 这可能是发展研究人员感兴趣的。有关详细信息, 请参见表 1的标题。</li>
</ol>

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J.N.C. 接受西方心理服务的版税, 用于社会反应量表 (SRS) 的商业分布, 这是30月到成年后的自闭症特征的定量测量。其余的作者没有什么可透露的。

以上的例子分析表明, vrRSB 的强大的心理特性作为一个定量的幼儿测量 RSB。在 vrRSB 上的分数显示了一些类似的特点, SRS, 一个良好的验证措施的 RSB 为较年长的儿童3, 包括持续评分分布在一般人群, 遗传力的证据, 并能够区分无 ASD 的儿童 (在 vrRSB 试验中)。vrRSB 分数在18和24月的年龄与36月的 SRS 评分相关, 证实 RSB 的特征性稳定性在幼儿期是可衡量的。因此, vrRSB 代表了 SRS 和第一仪器的有效向下扩展, 对我们的知识, 提供了一个维度测量 RSB 量化个体差异的典型和超发展的幼儿。这种能力与像 M 聊天和 CSBS 这样的筛选机相比, 它采用了一种分类方法来风险的 ASD 或其他延迟19,20 , 并没有专门索引 RSB。vrRSB 的实施可以提高早期干预的效率, 通过促进对核心 asd 症状变化的快速评估, 这可能显示出与 asd 的其他损害范围 (如自适应功能) 相比有明显的反应。此工具还具有简短、可访问性和适用于多种管理选项的优点, 包括红帽子中的完全开发的在线选项, 这些都适合临床和研究设置。除了密苏里的研究人口在这里报告, 我们的团队已经成功地管理这一调查, 主要是拉美裔的双胞胎人口, 结果显示可比较的心理特性 (未公布的数据, 哈里斯, B., 2017)。因此, 这种工具适用于不同的人群, 并且很容易被翻译成其他语言, 特别是当解释得分锚的社会行为不依赖于口语时。
我们采用了两种方法来克服照顾者报告 RSB 在幼儿中的内在挑战: a) 调整 SRS 项目的子集, 使之适合学步儿童和 b) 实施录像计分锚, 以提供照顾者评分的参考框架。这些策略允许视频参考评分描述社会沟通, RSB 的中心组成部分, 和更广泛的 RSB 总分涵盖社会沟通和限制重复行为, 两个核心症状领域的 ASD。两个分数都证明了有用的测量属性。视频参考评分, 通过使用一个单一的参考儿童的视频在所有年龄的评估, 设计是敏感的变化 RSB 在学步期间, 和所有分数, 它显示了最大的效果大小, 改善 RSB 从18个月到24月。这一评分也比 RSB 总分更强地与表达语言相关, 这与这一尺度对社会交际的关注是一致的。在 RSB 总分的情况下, 纳入与 RSB 和 ASD 相关的特征的 SRS 项目与更强的测试重测可靠性和更高的相关性与36月的总 SRS 评分;这些观察与视频参考评分对社会沟通增量变化的敏感性保持一致。视频参考和 RSB 总分均显示高单卵双生子双孪生和谐, 这意味着测量误差低和可靠性强, 同时证实了良好的测试-重测可靠性, 这可能是易受由于18岁至24月之间的快速发展变化, 低估。此外, 在飞行员测试中, 视频参考和 RSB 总分的杰出儿童与无 ASD。这一差异的影响大小, 虽然很大的两个评分, 是稍微更大的 RSB 总分, 这使机会, 以捕获自闭症特征的变化, 通过更多的项目和覆盖的 ASD 症状域 (即,限制重复行为, 除了社会沟通)。然而, 在视频参考评分中也观察到了强烈的效果大小, 这表明它在幼儿中作为一种非常简短的定量的 ASD 筛查措施的潜在可行性。
这项议定书取得成功的一个关键步骤是适当挑选告密者, 他们必须有足够的经验与儿童有能力评价儿童的 RSB 水平。到目前为止, 我们已成功地与父母作为告密者, 虽然这项调查也适用于其他护理人员, 如日托提供商或其他家庭成员经常与儿童接触 (即,不少于6小时在过去的一个月里, 与孩子互动或看着孩子与他人互动)。应提醒调查受访者观看完整的视频, 以便评分锚提供一个统一的标准, 在评分人, 并有助于提前通知应答者, 允许 15-20 分钟查看视频, 并完成问卷.如果调查是在线管理的, 记录在调查中花费的时间对于质量控制是有帮助的, 因为调查完成得太快引起了对有效性的担忧。最后, 由于评分的多个步骤提供了一个错误的机会, 我们建议使用自动评分算法和交叉检查分量与总分。
vrRSB 的一个局限性是, 在年龄较长的视频参考项目中, 有可能产生地板效应, 因为蹒跚学步的幼儿30月后可能比19月前的得分锚更能显示出更先进的社交交流。因此, 在老年时期, RSB 总分有望在 RSB 中占据更具代表性的变异。此外, 由于评分锚显示了强大的社会沟通能力, 一些照顾者可能倾向于对他们的孩子的评分与得分锚在所有项目, 而不是考虑孩子和锚之间的差异。我们的研究结果, 包括广泛的分数分布和视频参考评分对发展变化的敏感性, 表明这不是一个主要的问题, 在这个样本;尽管如此, vrRSB 的后续迭代可能会探索使用不同级别的 RSB 的多个记分锚, 以及反向得分的视频引用项目, 以检查响应的概念一致性。
未来的方向包括测试 vrRSB 在和没有 ASD 的儿童的较大样本, 以确定该措施的心理特性, 并确定 vrRSB 评分预测 ASD 风险的程度。更大的示例还将有助于减少数据的方法, 以便通过删除 RSB 中的差异低的项目来改进仪器。从方法论的角度看, 有希望的视频参考评分的心理支持视频评分锚在提高行为评分的可靠性和有效性的一般效用。一个婴儿评分锚可以切实允许进一步向下扩展的 RSB 措施, 以更年轻的幼儿和婴儿, 这可以提高及时转诊的早期干预和扩大典型和非典型社会的特征发展轨迹。总之, vrRSB 为改善 ASD 风险的临床评估和干预反应提供了重要的机会。vrRSB 的能力, 检测 RSB 的尺寸变化, RSB 的变化, 以及遗传对 RSB 的影响, 当 asd 出现时, 也重要的是要澄清早期的影响, 基因和环境对 RSB, 这可以指导未来治疗的 asd 和相关疾病。

一个先决条件为社会能力的发展是相互社会行为 (RSB), 规范性能力参与情感上适当, 社会上有需要的行为与其他1。RSB 的中断与社会沟通、人际意识、社会兴趣和参与的显著缺陷有关, 是自闭症频谱紊乱 (ASD) 的一个定义特征。这种可遗传的神经发育条件, 在社会和适应功能上呈现出广泛的损害范围, 一般由幼儿期产生, 并能对早期干预作出反应。因此, RSB 在早期生活中的量化对于 ASD 风险的临床评估以及社会能力典型发展的表征都具有重要意义。
社会反应量表 (SRS) 是 RSB 30 月以上儿童适用的快速定量评分表。这个看护人-报告的措施是利用受访者在自然主义情况下对孩子的累积观察, 以获得 RSB 的细微评价。项目查询评分者对儿童社会沟通缺陷程度和限制性重复行为的印象, 即 ASD2的两个核心症状域, 从而为 RSB 中的量化缺陷编制索引。与 SRS 的广泛研究证实了其强大的心理测量属性3, 包括一个连续的, 单一的评分分布, 其中包含了一般人群的变化, 同时也区分个人与 ASD4 ,5。RSB 的定量变化表现为纵向稳定性6, 与行为特征一致;与自适应函数7的区别, 在 ASD 中的另一个显著方面是缺陷;并且是可继承的5,8,9,10,11, 支持 RSB 与 ASD 相关的遗传学和神经生物学的相关性。
由于 SRS 只延伸到30月的年龄, 需要一个可替代的快速、定量的 RSB 为幼儿提供一个) 量化 asd 风险的早期迹象, b) 跟踪对 asd 早期干预措施的反应。然而, RSB 的测量是复杂的, 在社会交际能力的实质性的个体间差异, 这可能是很难区分可靠的基于书面描述的评分。此外, 照顾者的印象可能会降低一致性, 由于解释有限的语言输出在幼儿的固有主观性, 幼儿行为对情境和环境的敏感性, 以及在一个多产的发展时期, 社会能力的加速进步。
为了解决这些方法上的挑战, 我们制定了相互社会行为的视频参考评分 (vrRSB), 这是为儿童设计的 RSB 的定量指标, 为 18-30 月的年龄12。我们用两种策略来表示 RSB 的特征性连续性, 同时赋予 RSB 早期发育变化的敏感性。首先, 为了促进 vrRSB 和 srs 之间的同源性, 我们从 srs 中调整了一个项目的子集, 使它们在发育上适合于幼儿。第二, 我们结合了一系列新颖的, 独特的视频参考项目, 其中照顾者评定他们的孩子的社会交往行为相比, 一个录像的儿童作为得分锚。此方法在参考效果的框架上进行了计算, 其中提供附加的上下文信息给评分人提高行为特征度量的可靠性和有效性13,14。在这里, 一个可视的参考框架提供了一个3分钟的视频蒙太奇一个典型的发展19月的老显示强大的社会沟通技巧, 同时从事与成人的戏剧基础的互动。由于 RSB 的各个方面在个人15、16中高度相关, 因此该视频的特点是对单个儿童的多面视图, 而不是几个儿童的简短剪辑, 以增强生态有效性。以前的研究还支持视频参考方法的生态学有效性, 因为在临床诊断之前, 可以在录像观察中检测到 ASD 的细微迹象17,18。选定的视频段以视觉方式突出显示了社会沟通的特征, 包括转乘、参与动机和对社会和情感线索的响应1, 从而确保 RSB 的基本方面的内容有效性, 并口语使用限制为避免属性语言能力 RSB 的评分。
根据我们的知识, 目前还没有其他的 RSB 的简单措施来衡量 RSB 在一般人群和 ASD 或其他社会延迟情况下的尺寸变化。已建立的照顾者-报告检查室的 ASD 和相关的延迟, 如幼儿的自闭症核对表 (M 聊天)19或通信和符号行为比例 (CSBS)20一般由项目组成指示是否已经实现了行为里程碑, 并且没有明确地设计来量化社会能力的微妙变化。此外, 与 vrRSB 不同的是, 这些仪器并不特定于 RSB, 也不用于评价核心自闭症症状的水平 (即,社会交往中的损害和受限制的重复行为)。观察性评估, 如自闭症诊断观察计划21, 已制定, 以协助诊断;然而, 这些通常是时间密集型的, 历时 40-60 分钟, 需要训练有素的评分者, 限制其在某些临床设置的可行性。不需要进行任何培训来完成 vrRSB, 使其适合与照顾者、服务提供者和其他有足够的最近经验观察儿童的自然主义社会互动和谁理解书面英语的人使用。该措施, 包括3分钟的视频, 是简短的, 需要 15-20 分钟, 并易于管理的人或远程, 因为它可以邮寄给参加者或完成在线22。因此, vrRSB 的简洁、可获取性和灵活性有助于其在研究、临床和教育环境中的实施, 以便在较早的年龄之前获得对 RSB 的连续、定量测量。

<table><tbody><tr><td>Video-Referenced Rating of Reciprocal Social Behavior (vrRSB): hard copy version</td><td>n/a</td><td>n/a</td><td>pen-and-paper questionnaire consisting of 3-minute video clip and written questions</td></tr><tr><td>Online_vrRSB</td><td>n/a</td><td>n/a</td><td>REDcap xml file consisting of all items on the vrRSB and information for web link to video clip; this online version of the vrRSB must be administered in Redcap</td></tr><tr><td>REDCap software</td><td>Vanderbilt University</td><td>n/a</td><td>secure web application for creating and managing online surveys and databases; available at no cost to users from institutions which are members of the REDCap Consortium</td></tr></tbody></table>

use of a video scoring anchor for rapid serial assessment of social communication in toddlers

相互的社会行为 (RSB), 一种早期涌现的社会应急能力--这是社会学习和社会能力的基础--被假定在自闭症频谱紊乱 (ASD) 中被打乱。在幼儿期, 当 asd 的核心症状经常出现时, 量化全系列 RSB 的能力, 对于评估 asd 的早期风险、表征社会发展以及跟踪早期干预措施的反应至关重要。然而, RSB 的重要参数--特别是在语言发展之前--可以是微妙的, 难以用基于问卷的方法来描述。为了应对这一挑战, 我们开发了一个测量 RSB 的数量变化的系统 (年龄 18-30 月), 它不仅纳入了护理人员的标准调查表数据, 而且还包含了一套新的视频参考项目, 通过该方法,答辩人将一个受访者的行为与在一个幼儿的短片中所观察到的, 表现出高度胜任的社会沟通水平。对这一措施的测试在一个普通的人口样本双胞胎证实, 视频引用的项目和 RSB 总分 (视频引用的项目加上非视频参考项目) 显示单一, 连续分布, 强大的内部一致性, 显著保护个体差异, 极高的遗传力。此外, 在儿童早期发展过程中, 视频参考项目对于量化社会交往中 RSB 的一个主要因素的增量变化特别敏感。分数在 vrRSB 清楚地被区分的孩子与和没有 ASD, 并且这些数据包括初步证实这个有希望的方法定量早期的 RSB-跨分段, 随着时间, 并且作为早期干预的作用。

vrRSB 在156双双胞胎对例流行病学被测试了从密苏里家庭记数器确定了作为早期的相互社会行为研究的一部分, 前瞻性, 纵向研究RSB12 的发展。我们选择了一个双胞胎的研究设计, 以检查 vrRSB 是否能检测到 RSB 中的人群中的个体差异, 以及这种变异是否是可遗传的。这两种功能都已在较年长的儿童5、8中显示, 并且是评估 vrRSB 在 RSB 中捕获基因信息差异的能力的关键, 这与典型和非典型发展.
照顾者在18、24、36和48月的年龄完成对双胞胎的行为措施;vrRSB (主要是硬拷贝版本, 作为在线版本在研究以后开发) 收集了在18和24月时间点。该样本主要是高加索 (80.1%) 和非西班牙裔 (91.6%), 类似密苏里人口的23, 而平均每年家庭收入的样本 ($ 60001 $ 9万) 高于密苏里 ($ 47200)。与会者对调查的非正式反馈通常是积极的, 95% 以上的返回调查正确完成。为了考虑双数据的非独立性, 对可靠性、行为相关性和纵向差异的分析包括随机选择的一对双胞胎的数据。一个孩子, 谁经历了发展的回归, 最终接受了社区诊断的 ASD, 被排除在这两个分析。
视频引用的分数和 RSB 总分在一般人口样本 (图 1) 的18和24月中显示了连续的、单一的分布。对于视频参考评分, 更大的优势, 较低的分数在24月的年龄提出了轻微的地板效应, 由于更先进的发展 (更高的分数表明较少 RSB)。RSB 总分的分布, 就像 SRS3 的一样, 是右偏斜的, 反映了 RSB 中有大量赤字的个人的小部分。相似的比分发行在一个独立样品被观察了在主要西班牙裔, 双语双胞胎从加利福尼亚 (未发表的数据, 哈里斯, B., 2017)。
在18月 (克隆巴赫系数的 alpha 视频参考评分 =. 841, p < 001, 视频参考项目和 RSB 总分的内部可靠性良好;克隆巴赫系数的 alpha RSB 总分 =. 879, p < 001) 和24月 (克隆巴赫系数的 alpha 视频参考分数 = 881, p < 001;克隆巴赫系数的 alpha RSB 总分 = 868, p < 001)。强烈的内部一致性表明, 这些项目指数代表了整个学步的凝聚力结构。
按组内相关系数 (ICCs; 双向混合单指标), 根据18和24月的时间点获得的分数计算测试的可靠性。在视频参考评分 (ICC (31) = 中, 观察到了良好的6月测试复验可靠性. 505、p < 001、图 2a), 并观察到 RSB 总分 (ICC (31) = 735、p < 001 的强测试重测可靠性;图 2b)。
除了演示测试重测的可靠性, 并通过扩展, 在 RSB 中检测与品质相关的一致性的能力, vrRSB 的一个重要目标是跟踪 RSB 在发展方面的进展。视频参考和 RSB 总分都能检测到 RSB 随着时间的推移而显著的改善, 在18个月 (表 2) 之间, 分数降低 (分数表示更好 RSB)。视频参考分数显示了更大的效果大小为这些下降 vs. RSB 总分 (科恩的 d = 0.66 vs 0.48)。对于非视频引用的项目 (表 2) 的单独计算, 这些项未设计为跟踪更改, 显示了这些项目的效果大小 (科恩的 d = 0.22)。
由于 RSB 的变异已被证明是遗传的在老人口, 双胞胎双胞胎和谐被计算为录影参考的比分和 RSB 总比分在18月 (表 3)。在单卵双生子 (相同) 双胞胎中, 与卵 (异卵) 双胞胎 (组内) 的较高的相关性, 他们的基因材料的平均一半, 与 RSB 的遗传力是一致的。和谐为单卵双生子双胞胎是相当高的, 并且在许多情况下大致加倍那些卵双胞胎, 支持一个强有力的作用为基因影响。注意, 单卵双生子双和谐也表示可能测量误差的上限。对于两个 vrRSB 分数, 可能的测量误差小于9% 在整个双样本的水平 (错误 = 1-单卵双生子双胞胎和谐)。
作为对并发有效性的测试, 我们研究了 vrRSB 中的 "M 聊天"、"ASD" 筛选的分数的相关性。正相关与 vrRSB 捕获与 ASD 风险相关的变化的能力 (视频参考评分: r =. 444, p < 001;RSB 总分: r = 654, p < 001)。我们还获得了 vrRSB 分数和表达式词汇 (分数) 之间的相关性, 由麦克阿瑟-贝茨的交际发展清单 (简称为24) 来衡量, 考虑到语言和社会之间的预期关系。通信.在视频参考评分 (r =-419, p < 001) 和 RSB 总分 (r =-309, p < 001) 中发现了显著的相关性。
最后, 在先导测试 (表 4) 中, 我们比较了双胞胎的分数, 而没有对 asd 的诊断和儿童的小样本, 无论是对 asd 的社区诊断, 还是自闭症诊断观察计划的自闭症或自闭症评分21(平均年龄 (SD): 24.75 (5.56) 月; 年龄范围:17-33 月)。视频参考评分和 RSB 总分在儿童与无 ASD 之间区分, 效果大小 (科恩的 d) 为-1.39 的视频参考评分和-1.66 的 RSB 总分。对 ASD 核心症状域 (社会沟通: 科恩的 d =-1.58) 项目评分也观察到组差异;限制性的, 重复的行为: 科恩的 d =-1.52)。在定量 RSB 评分水平上, 18 月的视频参考评分和 RSB 总分与36月 SRS 的总分相关 (视频参考评分: r = 298, p = 001;RSB 总分: r = 624, p < 001)。
<img alt="Figure 1" class="xfigimg" src="/files/ftp_upload/57041/57041fig1.jpg"> 图 1: 在18和24月内视频参考评分和 RSB 总分的连续单级评分分布 面板说明了 vrRSB 的分数, 包括视频参考评分和 RSB 总分, 这是由视频参考的项目加上传统上提出的调查项目, 适应社会响应量表。这些分布是基于从一般人群中确定的双胞胎样本 (n = 156 对)。面板1a 和1b 显示视频参考项目的分数在18和24月, 而面板 1c & 1d 显示 RSB 总分在18和24月。在所有的情况下, 分数是连续分布和单一, 符合 RSB 操作作为一个维度结构的幼儿。在面板右上角的每个时间点均表示方法和标准偏差 (SD)。<a href="//ecsource.jove.com/files/ftp_upload/57041/57041fig1large.jpg" target="_blank">请单击此处查看此图的较大版本.</a>
<img alt="Figure 2" class="xfigimg" src="/files/ftp_upload/57041/57041fig2.jpg"> 图 2: 视频参考评分和 RSB 总分的6月测试重测可靠性 Scatterplots 说明了18和24月的交叉时间比较, 主题的视频参考评分 (2a) 和 RSB 总分 (2b)。组内相关系数 (ICC (31)) 对 RSB 总分的视频参考评分和强测试重测可靠性具有良好的测试复用可靠性。<a href="//ecsource.jove.com/files/ftp_upload/57041/57041fig2large.jpg" target="_blank">请单击此处查看此图的较大版本.</a>
<table border="1" fo:keep-together.within-page="1" fo:keep-with-next.within-page="always"><tbody>
<tr>
<td colspan="12">正反分得分项目分类</td>
		</tr>
<tr>
<td colspan="5">远期得分项目</td>
			<td colspan="7">15-16, 18-26, 28-34, 36, 40-41, 47, 附录项目1</td>
		</tr>
<tr>
<td colspan="5">反向得分项目</td>
			<td colspan="7">1-13;14, 17, 27, 35, 37-39, 42</td>
		</tr>
<tr>
<td colspan="12">项评级的点值</td>
		</tr>
<tr>
<td></td>
			<td colspan="5">视频引用的项目</td>
			<td colspan="6">非视频引用的项目</td>
		</tr>
<tr>
<td>分级选项</td>
			<td>一点也不</td>
			<td colspan="2">有些, 但低于儿童在视频</td>
			<td>与视频中的子级相同</td>
			<td>超过儿童视频</td>
			<td>不真实</td>
			<td colspan="2">有时是真的</td>
			<td colspan="2">经常是真的</td>
			<td>几乎总是真实的</td>
		</tr>
<tr>
<td>前锋得分</td>
			<td colspan="5">没有</td>
			<td>0</td>
			<td colspan="2">1</td>
			<td colspan="2">2</td>
			<td>3</td>
		</tr>
<tr>
<td>反向得分</td>
			<td>3</td>
			<td colspan="2">2</td>
			<td>1</td>
			<td>0</td>
			<td>3</td>
			<td colspan="2">2</td>
			<td colspan="2">1</td>
			<td>0</td>
		</tr>
<tr>
<td colspan="12">主要分数和分项分数的项目列表</td>
		</tr>
<tr>
<td colspan="3" rowspan="2">刻度/量表</td>
			<td colspan="5" rowspan="2">物料编号</td>
			<td colspan="4">平均得分≥2 SD</td>
		</tr>
<tr>
<td colspan="2">18月</td>
			<td colspan="2">24月</td>
		</tr>
<tr>
<td colspan="3">RSB 总计</td>
			<td colspan="5">1-13; 14-42;47;附录项目1</td>
			<td colspan="2">41</td>
			<td colspan="2">35</td>
		</tr>
<tr>
<td colspan="3">视频参考</td>
			<td colspan="5">1-13</td>
			<td colspan="2">21</td>
			<td colspan="2">19</td>
		</tr>
<tr>
<td colspan="3">社会沟通</td>
			<td colspan="5">1-15;17;19;21;25-28;30;32-33, 35-40, 42, 附录项目1</td>
			<td colspan="2">36</td>
			<td colspan="2">32</td>
		</tr>
<tr>
<td colspan="3">限制重复行为</td>
			<td colspan="5">16, 18, 20, 22-24, 29, 31, 34, 41, 47</td>
			<td colspan="2">7</td>
			<td colspan="2">5</td>
		</tr>
</tbody></table>表 1: 相互社会行为 (vrRSB) 评分的视频参考评分指南 此表提供了用于计分的物料类型、点值和项列表的细分。该 vrRSB 包含2个主要评分, RSB 总分和视频参考评分, 2 分项评分, 社会沟通和限制性重复行为, 其中包括有关的项目2核心症状领域的 ASD。这些分数量化了 RSB 的赤字水平, 从而也表明了核心自闭症症状的负担。请注意, 选择项目处理一般开发的各个方面, 这些项目不包括在评分中。项目49和50为幼儿提供了两个关键语言里程碑的实现: 使用口语和将单词组合成词组或句子。项目43看待不寻常的睡眠模式, 更大的背书建议一个较不典型的发展概况。关于空间能力 (44, 48) 和智力好奇心 (45, 46) 的项目, 更大的背书对应于更先进的发展。
<table border="1" fo:keep-together.within-page="1" fo:keep-with-next.within-page="always"><tbody>
<tr>
<td>配对样品</td>
			<td colspan="5">配对差异</td>
			<td>t</td>
			<td>df</td>
			<td>sig.</td>
		</tr>
<tr>
<td></td>
			<td>意思</td>
			<td>标准偏差</td>
			<td>标准误差平均值</td>
			<td>95% 信心</td>
			<td></td>
			<td></td>
			<td></td>
			<td></td>
		</tr>
<tr>
<td></td>
			<td></td>
			<td></td>
			<td></td>
			<td>间隔</td>
			<td></td>
			<td></td>
			<td></td>
			<td></td>
		</tr>
<tr>
<td></td>
			<td></td>
			<td></td>
			<td></td>
			<td>低</td>
			<td>上</td>
			<td></td>
			<td></td>
			<td></td>
		</tr>
<tr>
<td>18m 视频参考评分-</td>
			<td>2.91</td>
			<td>4.38</td>
			<td>0.37</td>
			<td>2.17</td>
			<td>3.64</td>
			<td>7.79</td>
			<td>137</td>
			<td>< 001</td>
		</tr>
<tr>
<td>24m 视频参考评分</td>
			<td></td>
			<td></td>
			<td></td>
			<td></td>
			<td></td>
			<td></td>
			<td></td>
			<td></td>
		</tr>
<tr>
<td>18m RSB 总分–</td>
			<td>4.30</td>
			<td>6.48</td>
			<td>0.55</td>
			<td>3.21</td>
			<td>5.40</td>
			<td>7.80</td>
			<td>137</td>
			<td>< 001</td>
		</tr>
<tr>
<td>24m RSB 总分</td>
			<td></td>
			<td></td>
			<td></td>
			<td></td>
			<td></td>
			<td></td>
			<td></td>
			<td></td>
		</tr>
<tr>
<td>18m 非视频项目–</td>
			<td>1.40</td>
			<td>4.47</td>
			<td>0.38</td>
			<td>0.65</td>
			<td>2.15</td>
			<td>3.68</td>
			<td>137</td>
			<td>< 001</td>
		</tr>
<tr>
<td>24m 非视频项目</td>
			<td></td>
			<td></td>
			<td></td>
			<td></td>
			<td></td>
			<td></td>
			<td></td>
			<td></td>
		</tr>
</tbody></table>表 2: 相互社会行为 (vrRSB) 评分从18个月到24月的视频参考评分差异 配对 t 测试用于计算分数之间的差异在18和24月 (n = 138)。评分差异是视频参考评分, RSB 总分, 和分数为非视频参考项目 (RSB 总分-视频参考评分)。vrRSB 表示相互社会行为的视频参考评级。Df 表示自由度。表示意义。
<table border="1" fo:keep-together.within-page="1" fo:keep-with-next.within-page="always"><tbody>
<tr>
<td>双人型 (双人)</td>
			<td>视频参考</td>
			<td>RSB 总计</td>
		</tr>
<tr>
<td>(n = 54)</td>
			<td>. 928 (p < 001)</td>
			<td>. 912 (p < 001)</td>
		</tr>
<tr>
<td>DZ (n = 95)</td>
			<td>. 388 (p < 001)</td>
			<td>. 218 (p < 001)</td>
		</tr>
<tr>
<td>雄性 (n = 28)</td>
			<td>. 894 (p < 001)</td>
			<td>. 914 (p < 001)</td>
		</tr>
<tr>
<td>男性 DZ (n = 30)</td>
			<td>. 348 (p =. 028)</td>
			<td>. 286 (p < 059)</td>
		</tr>
<tr>
<td>女性的 (n = 26)</td>
			<td>. 956 (p < 001)</td>
			<td>. 878 (p < 001)</td>
		</tr>
<tr>
<td>女性 DZ (n = 29)</td>
			<td>. 660 (p < 001)</td>
			<td>. 369 (p < 023)</td>
		</tr>
<tr>
<td>异性 (n = 36)</td>
			<td>. 301 (p =. 035)</td>
			<td>. 062 (p =. 358)</td>
		</tr>
</tbody></table>表 3: 在18月内对幼儿互惠社会行为的孪生双胞胎和谐 双孪生和谐 [ICC (31)] 为录影被参考的比分和 RSB 总比分在18月被显示为单卵双生子 () 和卵 (DZ) 双胞胎。报告所有的标准和 DZ 双胞胎对组合在一起, 以及双胞胎对单独分析的性别。在这些分析中不能包括七个未分类的对。
<table border="1" fo:keep-together.within-page="1" fo:keep-with-next.within-page="always"><tbody>
<tr>
<td></td>
			<td>无-ASD (n=310)</td>
			<td>ASD (n=14)</td>
			<td>平均值差异</td>
			<td>t</td>
			<td>df</td>
			<td>sig.</td>
		</tr>
<tr>
<td></td>
			<td>平均值 (SD)</td>
			<td>平均值 (SD)</td>
			<td></td>
			<td></td>
			<td></td>
			<td></td>
		</tr>
<tr>
<td>视频参考</td>
			<td>12.77 (4.44)</td>
			<td>21.86 (8.09)</td>
			<td>-9.08</td>
			<td>-4.17</td>
			<td>13.36</td>
			<td>0.001</td>
		</tr>
<tr>
<td>RSB 总计</td>
			<td>21.84 (9.79)</td>
			<td>56.79 (28.17)</td>
			<td>-34.95</td>
			<td>-4.63</td>
			<td>13.14</td>
			<td>< 001</td>
		</tr>
<tr>
<td>社会沟通</td>
			<td>20.15 (8.14)</td>
			<td>44.57 (20.16)</td>
			<td>-24.42</td>
			<td>-4.52</td>
			<td>13.19</td>
			<td>0.001</td>
		</tr>
<tr>
<td>受限制的重复行为</td>
			<td>1.68 (2.76)</td>
			<td>12.21 (9.37)</td>
			<td>-10.53</td>
			<td>-4.20</td>
			<td>13.10</td>
			<td>0.001</td>
		</tr>
</tbody></table>表 4: 与无自闭症频谱障碍 (ASD) 的学步儿童相互社会行为 (vrRSB) 评分的视频参考评分比较 方法, 平均差异和 t 测试的 vrRSB 评分的结果显示, 以比较的双胞胎之间没有一个 asd 诊断和一小群儿童的 asd。SD 表示标准偏差。Df 表示自由度。表示2尾显著差异的 p 值。
附录 1: 交互式社会行为的视频参考评分表的副本<a href="http://ecsource.jove.com/files/ftp_upload/57041/_JoVE_appendix1_vr_RSB.pdf">请单击此处下载此文件.</a>

Watch this Scientific Journal Video about Use of a Video Scoring Anchor for Rapid Serial Assessment of Social Communication in Toddlers at JoVE.com

Use of a Video Scoring Anchor for Rapid Serial Assessment of Social Communication in Toddlers

视频评分锚在幼儿社会交往快速评估中的应用

在这里, 我们提出了一个协议管理的视频参考评级的互惠社会行为 (vrRSB) 使用纸或在线版本。这项调查量化了 RSB, 一个社会能力的先决条件, 在幼儿通过 "视频参考" 项目, 其中一个主题被比作一个参考儿童显示在三分钟的视频。

Reciprocal social behavior (RSB), an early-emerging capacity to engage in social contingency&#8212;which is foundational for both social learning and ...

use-video-scoring-anchor-for-rapid-serial-assessment-social

Research

JoVE Journal

Behavior

10.2K 次观看.  Washington University School of Medicine. 在这里, 我们提出了一个协议管理的视频参考评级的互惠社会行为 (vrRSB) 使用纸或在线版本。这项调查量化了 RSB, 一个社会能力的先决条件, 在幼儿通过 "视频参考" 项目, 其中一个主题被比作一个参考儿童显示在三分钟的视频。

视频: Use of a Video Scoring Anchor for Rapid Serial Assessment of Social Communication in Toddlers

Testing Sensory and Multisensory Function in Children with Autism Spectrum Disorder

In addition to impairments in social communication and the presence of restricted interests and repetitive behaviors, deficits in sensory processing are now recognized as a core symptom in autism spectrum disorder (ASD). Our ability to perceive and interact with the external world is rooted in sensory processing. For example, listening to a conversation entails processing the auditory cues coming from the speaker (speech content, prosody, syntax) as well as the associated visual information (facial expressions, gestures). Collectively, the &#8220;integration&#8221; of these multisensory (i.e., combined audiovisual) pieces of information results in better comprehension. Such multisensory integration has been shown to be strongly dependent upon the temporal relationship of the paired stimuli. Thus, stimuli that occur in close temporal proximity are highly likely to result in behavioral and perceptual benefits &#8211; gains believed to be reflective of the perceptual system&#39;s judgment of the likelihood that these two stimuli came from the same source. Changes in this temporal integration are expected to strongly alter perceptual processes, and are likely to diminish the ability to accurately perceive and interact with our world. Here, a battery of tasks designed to characterize various aspects of sensory and multisensory temporal processing in children with ASD is described. In addition to its utility in autism, this battery has great potential for characterizing changes in sensory function in other clinical populations, as well as being used to examine changes in these processes across the lifespan.

We describe how to implement a battery of behavioral tasks to examine the processing and integration of sensory stimuli in children with ASD. The goal is to characterize individual differences in temporal processing of simple auditory and visual stimuli and relate these to higher order perceptual skills like speech perception.

测试儿童的感官和多感官功能自闭症谱系障碍

In addition to impairments in social communication and the presence of restricted interests and repetitive behaviors, deficits in sensory processing are ...

科研

行为学

Eye Tracking Young Children with Autism

The rise of accessible commercial eye-tracking systems has fueled a rapid increase in their use in psychological and psychiatric research. By providing a direct, detailed and objective measure of gaze behavior, eye-tracking has become a valuable tool for examining abnormal perceptual strategies in clinical populations and has been used to identify disorder-specific characteristics1, promote early identification2, and inform treatment3. In particular, investigators of autism spectrum disorders (ASD) have benefited from integrating eye-tracking into their research paradigms4-7. Eye-tracking has largely been used in these studies to reveal mechanisms underlying impaired task performance8 and abnormal brain functioning9, particularly during the processing of social information1,10-11. While older children and adults with ASD comprise the preponderance of research in this area, eye-tracking may be especially useful for studying young children with the disorder as it offers a non-invasive tool for assessing and quantifying early-emerging developmental abnormalities2,12-13. Implementing eye-tracking with young children with ASD, however, is associated with a number of unique challenges, including issues with compliant behavior resulting from specific task demands and disorder-related psychosocial considerations. In this protocol, we detail methodological considerations for optimizing research design, data acquisition and psychometric analysis while eye-tracking young children with ASD. The provided recommendations are also designed to be more broadly applicable for eye-tracking children with other developmental disabilities. By offering guidelines for best practices in these areas based upon lessons derived from our own work, we hope to help other investigators make sound research design and analysis choices while avoiding common pitfalls that can compromise data acquisition while eye-tracking young children with ASD or other developmental difficulties.

Eye tracking has long been used to study gaze patterns in typically-developing individuals, but recent technological advancements have made its use with clinical populations, including autism, more feasible. While eye-tracking young children with autism can offer insight into early symptom manifestations, it involves methodological challenges. Suggestions for best practices are provided.

自闭症幼儿的眼动追踪

The rise of accessible commercial eye-tracking systems has fueled a rapid increase in their use in psychological and psychiatric research. By providing a ...

医学

Behavioral Assessment of Hearing in 2 to 4 Year-old Children: A Two-interval, Observer-based Procedure Using Conditioned Play-based Responses

Collecting reliable behavioral data from toddlers and preschoolers is challenging. As a result, there are significant gaps in our understanding of human auditory development for these age groups. This paper describes an observer-based procedure for measuring hearing sensitivity with a two-interval, two-alternative forced-choice paradigm. Young children are trained to perform a play-based, motor response (e.g., putting a block in a bucket) whenever they hear a target signal. An experimenter observes the child&#39;s behavior and makes a judgment about whether the signal was presented during the first or second observation interval; the experimenter is blinded to the true signal interval, so this judgment is based solely on the child&#39;s behavior. These procedures were used to test 2 to 4 year-olds (n = 33) with no known hearing problems. The signal was a 1,000 Hz warble tone presented in quiet, and the signal level was adjusted to estimate a threshold corresponding to 71%-correct detection. A valid threshold was obtained for 82% of children. These results indicate that the two-interval procedure is both feasible and reliable for use with toddlers and preschoolers. The two-interval, observer-based procedure described in this paper is a powerful tool for evaluating hearing in young children because it guards against response bias on the part of the experimenter.

This paper describes a procedure for measuring hearing sensitivity in 2 to 4 year-old children. Children are trained to perform play-based responses when they hear a target signal. Thresholds are then estimated in a two-interval, two-alternative forced-choice paradigm, based on observations of the child&#39;s behaviors.

2听证会，以4岁儿童的行为评估:两区间，观测为基础的应用程序基于条件性播放响应

Collecting reliable behavioral data from toddlers and preschoolers is challenging. As a result, there are significant gaps in our understanding of human ...

Portable Intermodal Preferential Looking (IPL): Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism

One of the defining characteristics of autism spectrum disorder (ASD) is difficulty with language and communication.1 Children with ASD's onset of speaking is usually delayed, and many children with ASD consistently produce language less frequently and of lower lexical and grammatical complexity than their typically developing (TD) peers.6,8,12,23 However, children with ASD also exhibit a significant social deficit, and researchers and clinicians continue to debate the extent to which the deficits in social interaction account for or contribute to the deficits in language production.5,14,19,25
Standardized assessments of language in children with ASD usually do include a comprehension component; however, many such comprehension tasks assess just one aspect of language (e.g., vocabulary),5 or include a significant motor component (e.g., pointing, act-out), and/or require children to deliberately choose between a number of alternatives. These last two behaviors are known to also be challenging to children with ASD.7,12,13,16
We present a method which can assess the language comprehension of young typically developing children (9-36 months) and children with autism.2,4,9,11,22 This method, Portable Intermodal Preferential Looking (P-IPL), projects side-by-side video images from a laptop onto a portable screen. The video images are paired first with a 'baseline' (nondirecting) audio, and then presented again paired with a 'test' linguistic audio that matches only one of the video images. Children's eye movements while watching the video are filmed and later coded. Children who understand the linguistic audio will look more quickly to, and longer at, the video that matches the linguistic audio.2,4,11,18,22,26
This paradigm includes a number of components that have recently been miniaturized (projector, camcorder, digitizer) to enable portability and easy setup in children's homes. This is a crucial point for assessing young children with ASD, who are frequently uncomfortable in new (e.g., laboratory) settings. Videos can be created to assess a wide range of specific components of linguistic knowledge, such as Subject-Verb-Object word order, wh-questions, and tense/aspect suffixes on verbs; videos can also assess principles of word learning such as a noun bias, a shape bias, and syntactic bootstrapping.10,14,17,21,24 Videos include characters and speech that are visually and acoustically salient and well tolerated by children with ASD.

Portable Intermodal Preferential Looking IPL: Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism

A reliable home-based way to assess the language comprehension of very young typically developing children, as well as those with autism, is described. The method analyzes children's eye gaze while viewing side-by-side images but hearing an audio that matches only one image. Stimuli are designed with young participants in mind.

便携式联运优惠展望（IPL）：研究语言理解在通常情况下发展幼儿和儿童自闭症

One  of the defining characteristics of autism spectrum disorder (ASD) is difficulty  with language and communication.1  Children with ASD's onset of ...

Using Rapid Serial Visual Presentation to Measure Set-Specific Capture, a Consequence of Distraction While Multitasking

This method uses a rapid serial visual presentation (RSVP) paradigm to measure the cost of distraction when participants maintain multiple search goals. The protocol identifies two types of distraction within a single task - contingent attentional capture and set-specific capture - that represent different types of limitations of cognitive processing. Participants search for letters in two or more &#34;target&#34; ink colors (e.g., green and orange) within a continuous RSVP stream of heterogeneously colored letters, while ignoring two peripheral RSVPs of letters. Upon detecting a target, participants are to identify the letter. On some trials, target-colored distractors appear in the periphery just prior to the presentation of a target, causing a drop in target identification performance. Contingent attentional capture is observed by examining performance on trials in which the peripheral distractor is the same color as the target on that trial (e.g., both orange). Set-specific capture is represented by performance on trials in which the peripheral distractor is target-colored (e.g., orange), but not the same color as the target on that trial (e.g., green.) By varying the amount of time (i.e., the number of stimuli appearing) between the presentation of the distractor and the target, researchers can observe how participants recover from these distraction costs over time. As compared to static displays that are often used to measure contingent attentional capture, the dynamic display produces much larger effects, allowing the researcher to identify subtle effects of smaller manipulations. An unusual aspect of our design is that it employs a continuous display; &#34;filler&#34; stimuli connect one trial to the next seamlessly, and participants respond during this interval whenever they detect a target. The continuous display reduces chance performance to near-zero levels (rather than 50%) and provides researchers with a more sensitive measure of performance differences across trial types.

This method uses a dynamic visual display to index costs of distraction during visual search, including both &#34;contingent attentional capture&#34; and &#34;set-specific capture,&#34; which is a cost of distraction that occurs when the participants maintain multiple search goals simultaneously. This method has revealed basic mechanisms and limitations of visual attention.

使用快速串行可视化演示来测量集特定捕获, 这是在多任务时分心的结果。

This method uses a rapid serial visual presentation (RSVP) paradigm to measure the cost of distraction when participants maintain multiple search goals. ...

An Electrophysiology Protocol to Measure Reward Anticipation and Processing in Children

We present a protocol designed to measure the neural correlates of reward in children. The protocol allows researchers to measure both reward anticipation and processing. Its purpose is to create a reward task that is appropriate for young children with and without autism while controlling reward properties between two conditions: social and nonsocial. The current protocol allows for comparisons of brain activity between social and nonsocial reward conditions while keeping the reward itself identical between conditions. Using this protocol, we found evidence that neurotypical children demonstrate enhanced anticipatory brain activity during the social condition. Furthermore, we found that neurotypical children anticipate social reward more robustly than children with autism diagnoses. As the task uses snacks as a reward, it is most appropriate for young children. However, the protocol may be adapted for use with adolescent or adult populations if snacks are replaced by monetary incentives. The protocol is designed to measure electrophysiological events (event-related potentials), but it may be customized for use with eye-tracking or fMRI.

This protocol is designed to measure reward anticipation and processing in young children with and without autism. Specifically, the protocol is designed to study the neural correlates of reward during social and nonsocial conditions while controlling for reward between conditions.

儿童奖励预期与处理的电生理学协议

We present a protocol designed to measure the neural correlates of reward in children. The protocol allows researchers to measure both reward anticipation ...

Comparing Eye-tracking Data of Children with High-functioning ASD, Comorbid ADHD, and of a Control Watching Social Videos

Children with autism spectrum disorders (ASD) are known to have sensory-perceptual processing deficits that weaken their abilities to attend and perceive social stimuli in daily living contexts. Since daily social episodes consist of subtle dynamic changes in social information, any failure to attend to or process subtle human nonverbal cues, such as facial expression, postures, and gestures, might lead to inappropriate social interaction. Traditional behavioral rating scales or assessment tools based on static social scenes have limitations in capturing the moment-to-moment changes in social scenarios. An eye-tracking assessment, which can be administered in a video-based mode, is therefore preferred, to augment clinical observation. In this study, using the single-case comparison design, the eye-tracking data of three participants, a child with autism spectrum disorder (ASD), another with comorbid attention deficit-hyperactive disorder (ADHD), and a neurotypical control, are captured while they view a video of social scenarios. The eye-tracking experiment has helped answer the research question: How does social attention differ between the three participants? By predefining areas of interest (AOIs), their visual attention on relevant or irrelevant social stimuli, how fast each participant attends to the first social stimuli appearing in the videos, for how long each participant continues to attend to those stimuli within the AOIs, and the gaze shifts between multiple social stimuli appearing concurrently in the same social scene are captured, compared, and analyzed in a video-based eye-tracking experiment.

This is a qualitative comparative case study analysis of eye-tracking data on the first moments of social video scenes as viewed by three participants: one with autism spectrum disorder, one with comorbid attention deficit-hyperactive disorder, and one neurotypical control.

患有高功能性泛型疾病、无注意力缺陷多动障碍和控制社会视频的儿童眼动追踪数据比较

Children with autism spectrum disorders (ASD) are known to have sensory-perceptual processing deficits that weaken their abilities to attend and perceive ...

Modeling Verbal Behavior Deficits with the Stimulus Control Ratio Equation, SCoRE

Verbal operant analyses are the extension of functional analysis technology to the field of verbal behavior, of particular relevance to autism spectrum disorders and associated developmental disabilities. Similarly, a verbal operant analysis carefully controls specific environmental factors that influence language, and measures strength of responding across four verbal operant classes: tact, mand, echoic, and sequelic. The frequency of each independent verbal operant is then measured against one another using the stimulus control ratio equation (SCoRE) to summarize the relative strength of the speaker&#8217;s repertoire. The verbal behavior SCoRE yields a statistic that can be compared against itself (e.g., for the purposes of pre/post testing) or against others (e.g., for the purposes of randomized controlled trials). The results of this evaluation provide an individualized hierarchy for diverging stimulus control across the verbal operants, from which a treatment plan for errorless language learning may be prescribed.

This article describes the procedures for conducting a verbal operant analysis (VOA), calculating the stimulus control ratio equation (SCoRE), and developing individualized verbal behavior treatment plans, specifically significant to address the deficits characteristic of autism.

使用刺激控制比率方程对言语行为缺陷建模,SCoRE

Verbal operant analyses are the extension of functional analysis technology to the field of verbal behavior, of particular relevance to autism spectrum ...

婴幼儿视力的自动评估

An Automated Method for Assessing Visual Acuity in Infants and Toddlers Using an Eye-Tracking System

Visual acuity measurement is an important visual function test to perform in infancy and childhood. However, accurate visual acuity measurement in infants is difficult because of deficiencies in their communication ability. This paper presents a novel automated method to assess visual acuity in children (5-36 months old). This method, the automated acuity card procedure (AACP), uses a webcam for eye tracking and recognizes children's watching behaviors automatically. A two-choice preferential-looking test is performed when the tested child watches the visual stimuli shown on a high-resolution digital display screen. When the tested child watches the stimuli, their facial pictures are recorded by the webcam. These pictures are used by the set computer program to analyze their watching behavior. With this procedure, the child's eye movement responses to different stimuli are measured, and their visual acuity is assessed without communication. By comparing the results with grating acuity obtained by Teller Acuity Cards (TACs), AACP performance is deemed comparable to that of TACs.

作者聚焦:一种使用眼动追踪系统评估婴幼儿视力的自动化方法  

In this paper, we present a novel automated method for assessing visual acuity in infants and toddlers by using an eye-tracking system.

一种使用眼动追踪系统评估婴幼儿视力的自动化方法

Visual acuity measurement is an important visual function test to perform in infancy and childhood. However, accurate visual acuity measurement in infants ...

视频评分锚在幼儿社会交往快速评估中的应用

摘要

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此视频中的章节

测试儿童的感官和多感官功能自闭症谱系障碍

自闭症幼儿的眼动追踪

2听证会，以4岁儿童的行为评估:两区间，观测为基础的应用程序基于条件性播放响应

便携式联运优惠展望（IPL）：研究语言理解在通常情况下发展幼儿和儿童自闭症

使用快速串行可视化演示来测量集特定捕获, 这是在多任务时分心的结果。

儿童奖励预期与处理的电生理学协议

患有高功能性泛型疾病、无注意力缺陷多动障碍和控制社会视频的儿童眼动追踪数据比较

使用刺激控制比率方程对言语行为缺陷建模,SCoRE

一种使用眼动追踪系统评估婴幼儿视力的自动化方法

一种使用眼动追踪系统评估婴幼儿视力的自动化方法