[PI-1] ポスター：発達障害 1

[PI-1-6] Applying eye-tracking technology to examine looking behaviors during active locomotion in toddlers with motor delays

Xuan Yang¹, Hsiang-Han Huang¹, Yu-Hsin Hsiao¹, Yung-Tze Lee¹, Chia-Ling Chen^2,3,4 (1.Department of Occupational Therapy and Graduate Institute of Behavioral Sciences, Chang Gung University, Taoyuan, Taiwan, 2.Joint Appointment with Department of Physical Medicine and Rehabilitation, Chang Gung Memorial Hospital, Linkou, Taiwan, 3.Physical Medicine and Rehabilitation, Chang Gung Memorial Hospital, Linkou, Taiwan, 4.Graduate Institute of Early Intervention, College of Medicine, Chang Gung University, Guishan, Taoyuan, Taiwan)

The important factors required to achieve positive effects of ride-on car (ROC) training include the “fit” between a child's characteristics, the modified ROC, and the physical/social contexts. However, these modifications are typically introduced using a trial and error approach. A better understanding of the fits between the child and the environment may help therapists develop a more structured approach to manipulating environmental and task characteristics in order to enhance the emergent actions of children. This pilot study aims to examine the feasibility and effects of using a wireless, head-mounted eye-tracker as the novel method to analyze children’s looking, manual behaviors and social interaction during the ROC training phase in toddlers with motor delays. This study was approved by the local Institutional Review Board. Two toddlers with mild (participant 1, age: 36-month-old) and moderate (participant 2, age: 21- month-old) motor delays, respectively, were recruited based on the Bayley-III motor composite scores. After the participants signed the inform consent, the research team modified the toy car based on each participant’s capabilities in the preparation phase, i.e., a ROC with a standing style. They wore an eye-tracking headgear (46 g) (Positive Science, LLC) to record the looking, fixation and interactive behaviors for one session/per week (20-minute recording time) during the 8-week intervention. An independent coder coded the visual and manual behaviors based on the variables from the previous studies. Results showed both participants tended to have more looking toward to environment than other categories, i.e., face, body and toys. The frequency of visual fixation was less than looking behaviors, however, both participants had the trend of increased environmental looking and visual fixation at social encounter during the 8-week intervention phase. The individual data showed participant 1 had decreased looking behaviors on face, body, and toy, however, participant 2 had increased body and toy looking after receiving 8-week intervention. For visual fixation, participant 1 had decreased fixation at manual encounter and destination, while participant 2 had decreased fixation at manual encounter and increased fixation at destination. The preliminary findings support the feasibility of using a lightweight, head-mounted eye-tracker system to measure toddlers’ looking behaviors, visual fixation and interactive behaviors during the ROC training. The constant-moving process produced by a ROC may allow these children to have more environmental looking and fixation at social encounter, which is similar as the observed outcomes from typical toddlers. Further studies can apply this method to observe and examine perception, action, and social behavior in complex environments. Such information may help to establish concrete guidelines for clinical practice in pediatric rehabilitation.