Finally, among the ASD group, parent SSIS-Social Skills ratings were positively associated with performance on the Gaze Following task. Among both groups, individuals who looked longer at the target objects, but not faces, performed better in the task. In contrast to predictions, both groups exhibited comparable fixation durations to faces and target objects. In the Gaze Following task, adolescents with ASD were relatively impaired (Cohen’s d = 0.63) in the ability to identify the target object. We controlled for group differences in task engagement and data quality. Participants determined the target object that an actor was looking at in ecologically rich scenes. We employed eye-tracking technology to measure visual attention to faces and gazed-at objects in a 4-alternative forced choice paradigm in adolescents with ASD and typically developing (TD) adolescents. We evaluated whether reduced visual attention to faces explains this difficulty in ASD. Autism spectrum disorder (ASD) is characterized by atypical sensitivity to eye gaze cues, which impacts social communication and relationships. Understanding the social communicative nature of gaze shifts requires the ability to link eye movements and mental state information about objects in the world. Shifts in eye gaze communicate social information that allows people to respond to another’s behavior, interpret motivations driving behavior, and anticipate subsequent behavior.
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