Gaze behavior: a new look at an old problem.

ABSTRACT

This article reviews the research and clinical literature that has investigated the topography and functions of eye-to-face gaze in normal children and adults. These data and data from a recent pilot study are then compared to the criteria typically used in eye-contact training programs with autistic children. This comparison reveals some educationally relevant discrepancies between the normative data and the training criteria. The need to base educational interventions for autistic individuals on normative standards is discussed, and suggestions for future research are provided.