Voluntary Attention Assessing Tests in Children with Neurodevelopmental Disorders Using Eye Tracking

Abstract

Background/Objectives: The development of techniques for assessing cognitive functions using eye tracking is particularly important for children with developmental disabilities. In this paper, we present pilot results from the validation of two methods for assessing voluntary attention based on eye tracking. Methods: The study involved 80 children aged 3 to 8 years with neurodevelopmental disorders. Children performed two eye-tracking tests in which they had to ‘catch’ a stimulus by looking at it. They also completed the Attention Sustained subtest of the Leiter-3 International Performance Scale. In the first test, the stimuli were presented at different locations on the screen in subtests with stimuli onset asynchrony of 2 s and 1 s. A translucent blue marker marked the position of the gaze on the screen. The number of trials in which the gaze marker approached the stimulus was determined. In the second test, the location of the stimuli on the screen was changed based on gaze fixation in the ROI area. The time taken to complete the task was evaluated. Results: The results of both eye-tracking tests showed significant correlations with scores on the Attention Sustained Leiter-3 subtest and significant test–retest reliability. Conclusions: The results indicate that the present eye-tracking tests can be used for assessing voluntary attention in children with some neurodevelopmental disorders, and further research is warranted to assess the feasibility of these tests for a broader range of developmental disorders. Our findings could have practical implications for the early intervention and ongoing monitoring of attention-related issues.

Keywords

• eye tracking
• video oculography
• attention assessment
• voluntary attention
• neurodevelopmental disorders