Autism Spectrum Disorder: Audiovisual Speech
In collaboration with Southern Connecticut State University (SCSU) and Haskins Laboratories, our work uses electroencephalography (EEG) paired with eye-tracking technology to examine perception and imitation of speaking faces in children with autism spectrum disorder (ASD). The goal of this project is to provide a more sophisticated understanding of the factors that underlie perception and imitation of audiovisual speech in children with ASD. Participation is open to typically developing children, children with ASD, and children with expressive language impairment, and would involve visiting SCSU and Haskins Laboratories. For further study information, please email firstname.lastname@example.org, and/or call (203) 392-5172 or 865-6163, x337 or x245.
Ages: 6 to 10 years
Funding: NIH R21 DC011342 (J. Irwin PI) & NIH R15 DC013864 (J. Irwin PI; K. Cuevas Co-I) Neurobiological Signatures of Perception and Imitation of Audiovisual Speech in Children with ASD
Pragmatic Abilities in Children with Autism
Department: Psychology, Child Language Lab
In conversations, we often mean more than what we literally say. For example, a child may ask their parent if they could eat a cookie for dessert and their parent might respond with, “You still have vegetables left.” Even though the parent hasn’t explicitly stated no, it could be still be inferred that they meant no. Our study is interested in understanding children with autism spectrum disorder’s (ASD) ability to make these types of conversational inferences. In particular, we are trying to understand whether children with ASD have difficulties with some but not other types of inferences and how this type of skill is related to other social uses of language, such as metaphors. To investigate our questions, children will be shown stories on a computer screen and asked to select the correct picture that best depicts what a character will do next. While children are being presented with the stories and questions, their eye gaze will also be recorded so we could better understand how children are processing the information. Results from the study could help us better understand the social-communication difficulties often reported in children with ASD.