The comparison of the joint attention, executive functions, and theory of mind skills of individuals with autism spectrum disorder, dyslexia, and typical development using eye-tracking method

The main purpose of this study is to observe how children diagnosed with autism spectrum disorder (ASD) and dyslexia differ from typically developing children (ND) in terms of joint attention, executive functions and theory of mind skills. In this context, children's eye tracking data were compared by examining variables such as initial focusing time, total focusing time, non-verbal problem solving and reaction speed. For this purpose, data were collected from 15 children with ASD, 15 dyslexia and 15 ND children. Data obtained from the software prepared by using Wechsler Intelligence Scale for Children IV, Sally-Ann Test, Childhood Joint Attention Assessment Scale and eye tracking technology were compared within and between groups. In line with the analyzes made, it was concluded that the scores obtained with the experimental setup developed by the researcher had statistically significant explanatory power for the scores obtained with objective tests on joint attention, executive functions and theory of mind skills of the participating children. At the same time, although they were equal in terms of intelligence levels, significant differences were observed in joint attention, executive function and theory of mind skills between groups.