Social competence group intervention (SOCO) for children with autism spectrum disorder: A pilot study.

This study aimed to describe concept of social competence as a theoretical background for social skills group intervention for children with autism spectrum disorder (ASD). A model of social competence comprised of three components: social skills, social performance, and social adjustment. We also examined the feasibility and preliminary efficacy of the manualized Social Competence group intervention for children with autism spectrum disorder (SOCO) using a variety of outcome measures. The nine-month intervention included children groups, parental support groups and co-operation with teachers. A pilot study involved 23 children aged 7 to 12 years (n = 16 intervention, n = 7 control) and intervention outcomes were measured with questionnaires for parents and teachers, neuropsychological tests, and observations. The parents of the intervention group reported improvements in social skills and social adjustment, whereas the teachers reported increases in social performance. Findings also indicated that affect recognition skills, social overtures, and reactions to peers were improved in the intervention group. Although the evidence of the pilot study should be considered as preliminary, it gives some indication of the feasibility of the SOCO group intervention and supports the usability of the theoretical background and approach for multiple outcome measures.

Affect in the eyes: explicit and implicit evaluations.

The present study investigated whether another individual's gaze direction influences an observer's affective responses. In Experiment 1, subjective self-ratings and an affective priming paradigm were employed to examine how participants explicitly and implicitly, respectively, evaluated the affective valence of direct gaze, averted gaze, and closed eyes. The explicit self-ratings showed that participants evaluated closed eyes more positively than direct gaze. However, the implicit priming task showed an inverse pattern of results indicating that direct gaze was automatically evaluated more positively than closed eyes were. Experiment 2 confirmed that the opposite patterns of results between the two tasks were not due to differences in presentation times of the gaze stimuli. The results provide evidence for automatic affective reactions to eye gaze and indicate a dissociation between explicit and implicit affective evaluations of eyes and gaze direction.

Learning under your gaze: the mediating role of affective arousal between perceived direct gaze and memory performance.

Previous studies have shown that cognitive performance can be affected by the presence of an observer and self-directed gaze. We investigated whether the effect of gaze direction (direct vs. downcast) on verbal memory is mediated by autonomic arousal. Male participants responded with enhanced affective arousal to both male and female storytellers' direct gaze which, according to a path analysis, was negatively associated with the performance. On the other hand, parallel to this arousal-mediated effect, males' performance was affected by another process impacting the performance positively and suggested to be related to effort allocation on the task. The effect of this process was observed only when the storyteller was a male. The participants remembered more details from a story told by a male with a direct vs. downcast gaze. The effect of gaze direction on performance was the opposite for female storytellers, which was explained by the arousal-mediated process. Surprisingly, these results were restricted to male participants only and no effects of gaze were observed among female participants. We also investigated whether the participants' belief of being seen or not (through an electronic window) by the storyteller influenced the memory and arousal, but this manipulation had no effect on the results.

Autonomic and facial electromyographic responses to watching eyes.

We measured participants' psychophysiological responses and gaze behavior while viewing a stimulus person's direct and averted gaze in three different conditions manipulating the participants' experience of being watched. The results showed that skin conductance responses and heart rate deceleration responses were greater to direct than averted gaze only in the condition in which the participants had the experience of being watched by the other individual. In contrast, gaze direction had no effects on these responses when the participants were manipulated to believe that the other individual could not watch them or when the stimulus person was presented in a pre-recorded video. Importantly, the eye tracking measures showed no differences in participants' looking behavior between these stimulus presentation conditions. The results of facial electromyography responses suggested that direct gaze elicited greater zygomatic and periocular responses than averted gaze did, independent of the presentation condition. It was concluded that the affective arousal and attention-orienting indexing autonomic responses to eye contact are driven by the experience of being watched. In contrast, the facial responses seem to reflect automatized affiliative responses which can be elicited even in conditions in which seeing another's direct gaze does not signal that the self is being watched.

Social-Pragmatic Inferencing, Visual Social Attention and Physiological Reactivity to Complex Social Scenes in Autistic Young Adults.

This study examined social-pragmatic inferencing, visual social attention and physiological reactivity to complex social scenes. Participants were autistic young adults (n = 14) and a control group of young adults (n = 14) without intellectual disability. Results indicate between-group differences in social-pragmatic inferencing, moment-level social attention and heart rate variability (HRV) reactivity. A key finding suggests associations between increased moment-level social attention to facial emotion expressions, better social-pragmatic inferencing and greater HRV suppression in autistic young adults. Supporting previous research, better social-pragmatic inferencing was found associated with less autistic traits.

Atypical Pattern of Frontal EEG Asymmetry for Direct Gaze in Young Children with Autism Spectrum Disorder.

This study examined approach-motivation related brain activity (frontal electroencephalogram [EEG] asymmetry) in response to direct and averted gaze in 3- to 6-year-old typically developing (TD) children, children with autism spectrum disorder (ASD), and those with intellectual disability (ID). We found that, in TD children, direct gaze elicited greater approach-related frontal EEG activity than did downcast gaze. This pattern of activity was in contrast to that observed in children with ASD, who showed greater approach-related activity in response to downcast gaze than to direct gaze. ID children did not differ in their responses to different gaze conditions. These findings indicate that another person's direct gaze does not elicit approach-motivation related brain activity in young children with ASD.

Your attention makes me smile: Direct gaze elicits affiliative facial expressions.

Facial electromyographic responses and skin conductance responses were measured to investigate whether, in a neutral laboratory environment, another individual's direct gaze elicits a positive or negative affective reaction in the observer. The results showed that greater zygomatic responses associated with positive affect were elicited by seeing another person with direct as compared to averted gaze. The zygomatic responses were greater in response to another person's direct gaze both when the participant's own gaze was directed towards the other and when the participant was not looking directly towards the other. Compatible with the zygomatic responses, the corrugator activity (associated with negative affect) was decreased below baseline more in response to another person's direct than averted gaze. Replicating previous research, the skin conductance responses were greater to another person's direct than averted gaze. The results provide evidence that, in a neutral context, another individual's direct gaze is an affiliative, positive signal.

Atypical physiological orienting to direct gaze in low-functioning children with autism spectrum disorder.

Reduced use of eye contact is a prominent feature in individuals with autism spectrum disorder (ASD). It has been proposed that direct gaze does not capture the attention of individuals with ASD. Experimental evidence is, however, mainly restricted to relatively high-functioning school-aged children or adults with ASD. This study investigated whether 2-5-year-old low-functioning children with severe ASD differ from control children in orienting to gaze stimuli, as measured with the heart rate deceleration response. Responses were measured to computerized presentations of dynamic shifts of gaze direction either toward (direct) or away (averted) from the observing child. The results showed a significant group by gaze direction interaction effect on heart rate responses (permuted P = .004), reflecting a stronger orienting response to direct versus averted gaze in typically developing (N = 17) and developmentally delayed (N = 16) children but not in children with ASD (N = 12). The lack of enhanced orienting response to direct gaze in the ASD group was not caused by a lack of looking at the eye region, as confirmed by eye tracking. The results suggest that direct gaze is not a socially salient, attention-grabbing signal for low-functioning children with ASD. Autism Res 2017, 10: 810-820. © 2017 International Society for Autism Research, Wiley Periodicals, Inc.

The effects of genuine eye contact on visuospatial and selective attention.

We investigated performance in a visuospatial discrimination task and selective attention task (Stroop task) while a live person's direct or averted gaze was presented as a task-irrelevant contextual stimulus. Based on previous research, we expected that response times to peripherally presented targets (Experiment 1) and to the Stroop stimuli (Experiment 2) would be longer in the context of direct versus averted gaze. Contrary to our expectations, the direct gaze context resulted in faster discrimination of visual targets and faster performance in the Stroop task compared with the averted gaze context. We propose that the observed results are explained by enhanced arousal elicited by genuine eye contact. (PsycINFO Database Record

Eye contact and arousal: the effects of stimulus duration.

The present study investigated the effect of stimulus duration on skin conductance responses (SCRs) evoked by different gaze directions of a live person. In two separate parts of the experiment, either two fixed stimulus durations (2s and 5s) or a participant-controlled stimulus duration was used. The results showed that the eye contact evoked enhanced SCRs compared to averted gaze or closed eyes conditions irrespective of the presentation time. Subjective evaluations of approach-avoidance-tendencies indicated that the direct gaze elicited either approach or avoidance, depending on the participant. Participants who had evaluated a direct gaze-condition as approachable were found to be more emotionally stabile than those who had evaluated the same condition as avoidable. In the self-timing condition, averted gaze was looked at longer than direct gaze. Our results suggest that direct gaze, also when encountered only briefly like in every-day social encounterings, increases autonomic sympathetic arousal.