Video product for inducing autism characteristic behaviors of children

Abstract

The invention discloses a video product for inducing autism characteristic behaviors of children, a video is formed by connecting different segments, the different segments have different scenes, the scenes comprise backgrounds, elements and dynamic contents, and the elements are arranged on the backgrounds; the elements are repeated single objects, interferents or rotating objects, and the scene comprises one or more of a role action scene, an emotion cognition scene, a space cognition scene, a memory cognition scene, a simulated collision scene and a figure social interaction scene. Characteristic behaviors of children autism are induced through elements and different dynamic contents in different scenes, behavior expressions of children with autism and normally developed children are distinguished through eye movement collection, dynamic testing of the behavior ability of children with autism is achieved, and the method has the advantages of being high in specificity and accuracy and high in accuracy. The requirements of autism screening, diagnosis, treatment and curative effect evaluation can be met.

Description

Technical Field

[0001] The present invention belongs to the technical field of disease diagnosis and detection, and in particular relates to a video product for inducing characteristic behaviors of autism in children. Background Art

[0002] Currently, stimuli for detecting eye movement activity in children with autism primarily rely on static images of a single stimulus element, such as a person's facial expression. However, clinical observations have shown that children with autism exhibit many other characteristic abnormalities in addition to abnormalities in facial expression recognition, making single-element visual stimulation insufficient for early screening and quantitative analysis of autism. The core symptoms of autistic children include a variety of behaviors, which vary widely from person to person, and their clinical manifestations vary significantly. Achieving accurate early screening for autism in children is an urgent issue. Summary of the Invention

[0003] The purpose of the present invention is to provide a video product for inducing characteristic behaviors of autistic children, so as to solve the deficiency of the existing technology that static pictures relying on a single stimulus element cannot fully induce highly heterogeneous characteristic abnormal behaviors of autistic children.

[0004] To achieve the above object, the present invention adopts the following technical solutions:

[0005] A video product for inducing characteristic behaviors of autism in children, the video comprising a plurality of clips, different clips having different scenes, the scenes comprising a background, elements and dynamic content; the elements being a first object being arranged on the background; the dynamic content being arranged on the background; the scenes comprising one or more of a character action scene, an emotion cognition scene, a spatial cognition scene, a memory cognition scene, a simulated collision scene and a character social interaction scene; the dynamic content in the character action scene comprising action interactions between characters or between a character and a second object, the action interactions comprising one or more of a character making an indicative action toward another character or toward a second object, or a character chasing a second object.

[0006] In the present invention, the background includes one of outdoor and indoor.

[0007] Furthermore, the indoor environment includes home, hospital, and train station.

[0008] Furthermore, the outdoor includes roads, beaches, and parks.

[0009] In the present invention, the role is a person or a cartoon image.

[0010] In the present invention, the indicating action includes one or more of looking, pointing, throwing and blowing. The indicating action is used to examine whether the user can follow the indicating action to look in the indicated direction.

[0011] In some embodiments of the present invention, the character's pointing action toward the second object includes one or more of the following: (1) the character turns his head to one side to look at a second object, and then turns his head to the other side to look at another second object; (2) the character looks at or points with his body toward another character or a second object; (3) the character throws another character or a second object; (4) the character blows toward the second object, causing the second object to fly around; (5) the character picks up the dropped second object and blows toward the second object.

[0012] The character action scenes described in the present invention include one or more of the following: (1) an interaction scene between characters; (2) a scene where a character indicates an action; and (3) a scene where a character celebrates a birthday party.

[0013] In some embodiments of the present invention, the character interaction scenes include one or more of: (a) characters sharing gifts with each other; (b) characters interacting and giving instructions to toys; (c) characters interacting while bathing; and (d) characters interacting with animals.

[0014] Furthermore, the interaction and instruction between the character and the toy is that the character turns his head to look at the doll in his left hand, then turns his head to look at the doll in his right hand and talks with the doll.

[0015] In the present invention, the character indicating action scene includes: (a) blowing the second object between characters; (b) the character indicating the activity.

[0016] In some embodiments of the present invention, blowing a second object between characters includes: blowing bubbles between characters, blowing balloons between characters; and indicating an activity between characters includes one or more of: picking up trash, picking up a ball, and doing housework.

[0017] In the present invention, the first object includes a repetitive single object or arrangement. The present invention induces and detects repetitive stereotyped behavior by adding repetitive single objects or arrangements to the background. The behavioral response of stereotyped behavior includes a preference for repetitive single objects or arrangements compared to disordered objects.

[0018] In the present invention, the first object comprises a distractor, which includes one or more of numbers, letters, buttons, vehicles, signs, tracks, and circular objects. The present invention induces narrow interests by adding distractors to the background. The behavioral response to narrow interests manifests as a preference for numbers, letters, buttons, vehicles, signs, tracks, and circular objects.

[0019] In the present invention, the first object includes a rotating object. The present invention induces visual perception abnormality by adding a rotating object to the background. The abnormal visual perception behavior response is manifested as a tendency to focus on the rotating object or to squint at certain objects.

[0020] Furthermore, the rotating object includes one or more of the following: (a) a rotating globe; (b) a rotating lamp; (c) a rotating ball; (d) a rotating drum washing machine. By combining rotating objects with circular objects, perceptual abnormalities and narrow interests can be induced simultaneously.

[0021] In the present invention, the emotional cognition scenarios include one or more of the following: (a) pain scenarios; (b) conflict scenarios; (c) happy scenarios; (d) sad scenarios; (e) exclusion scenarios; and (f) interesting scenarios. The present invention induces emotional cognition disorders through emotional cognition scenarios.

[0022] In some embodiments of the present invention, the dynamic content in the pain scene includes one or more of an action of the character being stabbed by the second object or an action of the character being burned by the second object.

[0023] Furthermore, the action of being pricked by the second object is an action of getting an injection, and the action of being burned by the second object is an action of a hand touching a flame.

[0024] The dynamic content in the conflict scene includes fighting or quarreling actions between characters.

[0025] The dynamic content in the happy scene includes the action of the character laughing.

[0026] The dynamic content in the sad scene includes the action of the character crying.

[0027] The dynamic content in the exclusion scene includes the actions of characters disliking other characters.

[0028] The dynamic content in the interesting scene includes the action of the character making funny faces.

[0029] In the present invention, the spatial cognition scenario incorporates the paradigm of visual prediction of spatial perception, thereby predicting the trajectory and trend of things. In the present invention, spatial cognition scenario is used to induce spatial cognition disorder.

[0030] The paradigm of visual prediction of spatial perception includes one or more of the trajectory movement of the second object and the action of the character following the movement of the second object.

[0031] In some embodiments of the present invention, the trajectory motion of the second object includes one of the trajectory motion of a ball and the trajectory motion of a rocket.

[0032] The action of the character following the moving second object is an action of a dog following a moving ball.

[0033] In the present invention, the memory recognition scenario incorporates the paradigm of visual prediction memory to perform memory recognition of objects. The present invention induces memory recognition disorders through the memory recognition scenario.

[0034] Furthermore, the paradigm of visual predictive memory includes that the same second object is successively set in different consecutive segments, and a confusing object similar to the second object is set in the latter segment, and the character finds the second object in the confusing object in the latter segment.

[0035] In the present invention, the scenario also includes a simulated collision scenario, wherein the dynamic content of the simulated collision scenario includes one or both of the second object moving toward the subject and the second object moving away from the subject. The present invention induces instinctive fear-avoidance abnormality by simulating a collision scenario. The instinctive fear-avoidance abnormality behavioral response is manifested as a lack of instinctive risk avoidance response to external dangerous stimuli.

[0036] In some embodiments of the present invention, the second object moves toward the subject as a character kicks a football, and the football flies toward the subject; the second object moves away from the subject as a character kicks a football, and the football misses the subject without colliding with the subject.

[0037] In some embodiments of the present invention, the second object moving toward the subject is a sandbag thrown by a character at the subject, and the second object moving away from the subject is a sandbag thrown by a character away from the subject without colliding with the subject.

[0038] In the present invention, the dynamic content in the character social interaction scenes includes social interaction actions between characters. This invention uses character social interaction scenes to induce social avoidance, examining the ability to switch gazes between socially relevant people and objects. Social avoidance refers to social dysfunction, and the behavioral manifestations of this dysfunction include one or more of social avoidance, lack of social skills, and eye contact.

[0039] In the present invention, each of the scenes is composed of different dynamic contents, different backgrounds and different elements.

[0040] In the present invention, the video also includes a guide segment, which is the first segment of the video and is provided with a lively scene. By setting the lively opening scene, it is used to attract the attention of the subject so as to better complete the subsequent video test.

[0041] Furthermore, the dynamic content in the lively scene is the second object carrying the character moving in a trajectory.

[0042] Preferably, the dynamic content in the lively scene is a moving train carrying children.

[0043] In the present invention, the video further includes a calibration segment, which is provided between segments of different scenes. The present invention uses the calibration segment to attract the subject's eye attention, thereby achieving calibration of the eye tracker.

[0044] Furthermore, the calibration segment is set at the middle of the video.

[0045] Furthermore, the calibration clip includes a positioning scene, wherein the dynamic content of the positioning scene is a second object moving back and forth in a trajectory. Conventional eye tracker calibration requires the subject to stare at several fixed points to locate the specific location of the screen, which is difficult for children to operate during the calibration process. The present invention, however, uses a second object moving back and forth in the video clip to attract the subject's attention, completing eye tracker calibration, which is simple and easy.

[0046] Furthermore, the reciprocating motion of the second object is a rocket flying back and forth. When the rocket flies back and forth in the calibration segment, the child's eyes will be subconsciously attracted to the rocket and follow the object to stare at it. While staring at the rocket, the algorithm can complete the calibration of the eye tracker.

[0047] In the present invention, the video also includes an eye movement ability test segment, and the eye movement ability test segment is provided with a motion scene of a smooth object movement. The smooth object movement motion scene is used to examine whether the eye movement speed and smooth tracking are normal.

[0048] Furthermore, the dynamic content in the object smooth movement motion scene is the smooth movement of the second object trajectory.

[0049] Furthermore, the second object trajectory moving smoothly includes one or more of the following: (1) a horse running from far to near; (2) dominoes falling one after another.

[0050] A video product for inducing characteristic behaviors of autism in children is used in autism screening, autism pathogenesis research, autism treatment, autism auxiliary diagnosis, autism quantitative analysis, and autism efficacy evaluation.

[0051] The present invention has the following beneficial effects:

[0052] (1) The video product of the present invention for inducing characteristic behaviors of children with autism is composed of clips of different scenes, and different clips have different scenes, including character action scenes, emotion cognition scenes, space cognition scenes, memory cognition scenes, simulated collision scenes and character social interaction scenes. The characteristic behaviors of children with autism are induced by the elements and dynamic content in the scenes, and a dynamic test of the behavioral ability of children with autism is realized. The product has specificity and high accuracy, and can meet the needs of autism screening, diagnosis, treatment and efficacy evaluation.

[0053] (2) The video of the present invention can induce the heterogeneous characteristic behavioral responses of autistic children through multiple dimensions, including joint attention, narrow interests and stereotyped behaviors, cognitive impairment abnormalities, sensory abnormalities, instinctive fear avoidance abnormalities and social avoidance, thereby achieving the diagnosis of autism and measuring the severity of the disease and the type of subtypes. BRIEF DESCRIPTION OF THE DRAWINGS

[0054] The technical solution of the present invention will be further described below in conjunction with the accompanying drawings and specific implementation methods.

[0055] Figure 1 It is a structural diagram of a clip scene in the video of the present invention;

[0056] Figure 2 This is a video scene diagram that induces differences in joint attention ability between autistic and normal children;

[0057] Figure 3 It is a video scene diagram that induces differences in narrow interests and stereotyped behaviors between autistic and normal children;

[0058] Figure 4 This is a video scene diagram that induces differences in cognitive impairment between autistic and normal children;

[0059] Figure 5 It is a video scene diagram that induces perceptual differences between autistic and normal children;

[0060] Figure 6 This is a video scene that induces abnormal differences in instinctive fear between autistic and normal children;

[0061] Figure 7-Figure 32 It is a time diagram of different segments in the video of the present invention;

[0062] Figure 33 This is a diagram of a certain moment in the opening fragment of the present invention;

[0063] Figure 34 is a diagram of a certain moment of the calibration segment of the present invention;

[0064] Figure 35 、 Figure 36 It is a diagram of a certain moment of the eye movement ability test segment of the present invention.

[0065] The reference numerals in the figure are as follows: 1. Background; 2. Elements; 3. Dynamic content. DETAILED DESCRIPTION

[0066] The present invention provides a video that uses visual stimulation to induce characteristic behavioral responses of autism. The video is specific for autistic children's joint attention, narrow interests and stereotyped behaviors, cognitive disorders (emotional cognition disorders, spatial cognition disorders, memory cognition disorders), sensory disorders, instinctive fear and avoidance disorders, and social avoidance. The present invention aims to induce and record differences in eye movements and behavioral responses between autistic children and normal children by allowing children to watch these videos (composed of video clips of multiple different scenes) freely and without constraints. By analyzing these differences, the differences between autistic and normal children in joint attention, narrow interests and stereotyped behaviors, cognitive disorders, sensory disorders, instinctive fear and avoidance disorders, and social avoidance can be measured, thereby diagnosing autism and measuring the severity of the disease and the type of subtype.

[0067] The inventors of this invention have discovered that in addition to abnormalities in facial expression recognition, autistic children also exhibit many other characteristic abnormalities. The core characteristics of autism include abnormal joint attention, restricted interests and stereotyped behaviors, cognitive impairment, sensory abnormalities, abnormal instinctive fear and avoidance, and social avoidance. The specific details of how this invention measures differences in joint attention, restricted interests and stereotyped behaviors, cognitive impairment, sensory abnormalities, abnormal instinctive fear and avoidance, and social avoidance between autistic and normal children are as follows:

[0068] (i) Measuring joint attention ability:

[0069] Children with autism have a decreased ability to make eye contact and shift gaze as early as 6-12 months old. They have difficulty following other people's gestures or looking at other people or objects, and have difficulty switching their focus from objects to people.

[0070] Joint attention disorder refers to a decreased ability to make eye contact and shift gaze. Behavioral responses include difficulty following another person's gestures or line of sight, looking at other people or objects, and difficulty switching focus or attention from objects to people.

[0071] The inventors found that normally developing children showed good joint attention ability, and were able to quickly follow the instructions or eye contact of the characters in the video, and quickly switch their focus to adapt to the activities in the video. In contrast, children with autism had difficulty following the finger instructions or eye contact of the characters in the video tasks, and also had difficulty switching their focus according to the activities of the characters in the video. In addition, compared with children with moderate and severe autism, the joint attention ability of children with mild autism was significantly better than that of children with moderate and severe autism. They were able to follow instructions to a certain extent, while children with moderate to severe autism were almost unable to follow. In the present invention, the joint attention ability of children is measured by observing whether they can follow instructions.

[0072] (ii) Measuring narrow interests and stereotyped behaviors:

[0073] Children with autism all have narrow interests and stereotyped behaviors. According to clinical observations and a summary of the behavioral characteristics of children with autism, their specific manifestations include: a special interest in objects such as numbers, letters, buttons, vehicles (such as cars, etc.), signs, tracks, round objects (such as clocks, rollers, etc.), etc. Compared with disorganized objects or stacks, they prefer repetitive single objects or arrangements. The present invention detects whether children have narrow interests and stereotyped behaviors by observing the degree of attention children pay to these objects and the conversion of their attention. The inventors found that children with autism are more inclined to pay attention to these specific objects than normal children. In addition, compared with children with mild autism, children with moderate to severe autism prefer to pay attention to these objects.

[0074] (iii) Measuring abnormalities in cognitive impairment:

[0075] Perception is the foundation of our understanding of the world and the source of experience and learning. Cognitive function refers to the brain's ability to reflect the characteristics, states, and interconnectedness of objective objects, and to discern their significance and impact on people. It is a higher-level psychological function. Children with autism often exhibit abnormal perceptual perception.

[0076] Cognitive impairment includes emotional cognitive impairment, spatial cognitive impairment and memory cognitive impairment.

[0077] Emotional Cognition Disorders: The inventors have observed that normal children are able to perceive scenes such as pain, conflict, happiness, sadness, rejection, and amusement well, with their eye focus focused on objects and people related to the scene. In contrast, children with autism often have difficulty understanding these scenes, with their eye focus being more fragmented. By observing children's performance in these emotional cognition scenarios, emotional cognition disorders in children with autism can be more accurately detected.

[0078] Spatial cognitive impairment: The inventors of the present invention have observed that, when compared with autistic children, normal children show more accurate prediction capabilities of the development trajectory and trends of things. Similarly, compared with moderate to severe autistic children, mild autistic children show stronger spatial cognitive abilities.

[0079] Memory and cognitive impairment: The inventors observed that normal children showed better memory when compared with autistic children. Similarly, mild autistic children showed stronger memory and cognitive abilities compared with moderate to severe autistic children.

[0080] (iv) Measuring perceptual abnormalities:

[0081] Perception is the foundation of human understanding of the world and the source of experience and learning. Children with autism often exhibit perceptual abnormalities, among which visual perceptual abnormalities are quite specific and have long-term effects on their cognitive development. Visual abnormalities in children with autism often manifest as a preference for watching rotating objects or squinting at certain objects. In this invention, elements such as rotating lights and rotating drums are placed in the background of the video to observe children's reactions to such visual stimuli and detect whether they have visual perceptual abnormalities.

[0082] The inventors observed that normal children rarely pay attention to rotating objects. In contrast, children with autism are more likely to pay attention to rotating objects. Furthermore, compared to children with mild autism, the inventors found that children with moderate to severe autism are more likely to pay attention to rotating objects. By observing children's performance in these scenarios, it is possible to more accurately detect visual perceptual abnormalities in children with autism.

[0083] (v) Measuring Instinctive Fear-Avoidance Abnormality:

[0084] Children with autism often exhibit a lack of risk avoidance in their daily lives. Their emotions and behaviors differ significantly from those of normal children when adapting to the outside world, particularly in their instinctive reactions to dangerous stimuli. In this invention, a collision scenario is simulated to detect abnormalities in children's instinctive fear and avoidance.

[0085] The inventors observed that children with autism showed a low reaction to collisions, with scattered eye focus and less pronounced pupil dilation. In contrast, normal children showed a high reaction sensitivity to collisions, with focused eye focus and pronounced pupil dilation.

[0086] (vi) Social avoidance:

[0087] Children with autism all have varying degrees of social dysfunction, which can be manifested in social avoidance, lack of social skills, and lack of eye contact. This video features a number of social interaction scenes with real and animated characters to test children's understanding of and attention to social scenes. The inventors observed that when observing social scenes, children with autism often lower their heads and turn their heads away from video clips of social scenes, and prefer to watch scenes such as fish and turtles swimming. In contrast, normal children rarely lower their heads or turn their heads away from video clips. In addition, when observing social scenes, children with autism avoid looking into others' eyes and have poor eye contact. In contrast, normal children like to look into others' eyes and have good eye contact.

[0088] The present invention provides a system for testing behavioral responses in autism, comprising a computer, a camera, and an eye-tracking device. The entire system is designed to track an individual's eye movements while they are freely watching a video, and to analyze and measure eye movements and behavioral responses based on multiple unique dimensions. Eye-tracking devices include, but are not limited to, classic desktop eye trackers, virtual / augmented reality glasses (such as Apple's Vision Pro, Meta's Oculus Quest, etc.), mobile phones, televisions, tablet cameras, and Type C eye-tracking device plug-ins for mobile phones, televisions, and tablets. There are many types of cameras available, including but not limited to USB cameras, mobile phone cameras, TV cameras, virtual / augmented reality cameras, and the like. Cameras can be divided into two categories, one for capturing behavioral responses and the other for recording individual videos, providing richer data to enhance the analysis of avoidance and social characteristics.

[0089] Based on the above, the present invention provides Figure 1 The video product shown, used to induce characteristic behaviors of autism in children, includes multiple clips, each of which has a different scene. The scene includes a background 1, an element 2, and dynamic content 3. The element 2 is set on the background 1 and is a first object. The dynamic content 3 is set on the background 1. The scenes include one or more of the following: character action scenes, emotion recognition scenes, spatial recognition scenes, memory recognition scenes, simulated collision scenes, and character social interaction scenes. In the present invention, the scenes are composed of different dynamic content 3, different backgrounds 1, and different elements 2.

[0090] In the present invention, character action scenes are used to induce joint attention abnormality.

[0091] The character action scenes include one or more of the following: (1) scenes of interaction between characters; (2) scenes of characters instructing actions; (3) scenes of characters celebrating birthday parties. Figure 2 ,The interaction scenes between characters include: (a) sharing gifts between characters, Figure 2 a; (b) Characters interacting with toys and giving instructions, Figure 2 b; (c) Interaction between characters while bathing, Figure 2 j; (d) Characters interacting with animals, see Figure 2 k. In some preferred examples, the interaction and instruction between the character and the toy is that the character turns his head to look at the left hand doll, then turns his head to look at the right hand doll and talks to the doll. The scene of the character indicating the action includes: (a) blowing a second object between the characters, (b) the character instructs to do something. Specifically, it includes (a) blowing bubbles between the characters, see Figure 2 c; (b) blowing balloons between characters, see Figure 2 d; (c) The character is instructed to pick up the trash, see Figure 2 e; (d) The character instructs to pick up the ball, see Figure g; (e) The character instructs to do housework, see Figure 2 f, one or more of the following. By observing children's performance in these scenarios, paying particular attention to whether their gaze can follow the finger instructions of the characters in the video and whether they can switch their focus based on the characters' eye movements, we can detect whether the children have abnormalities in joint attention.

[0092] Dynamic content 3 in a character action scene includes action interactions between characters or between a character and a second object. Action interactions can include one or more of a character pointing toward another character or the second object, or a character chasing the second object. Pointing actions include one or more of looking, pointing, throwing, and blowing.

[0093] Specifically, the character's pointing action toward the second object includes one or more of the following: (1) the character turns his head to one side to look at a second object, then turns his head to the other side to look at another second object (including but not limited to Figure 2 .b); (2) The character looks at or points with his body towards another character or a second object (including but not limited to Figure 2 .a, e, f, h, I, j, k); (3) A character throws another character or throws a second object (including but not limited to Figure 2 .g, k); (4) The character blows towards the second object, and the second object flies around (including but not limited to Figure 2 .d); (5) The character picks up the dropped second object and blows it towards the second object (including but not limited to Figure 2 .d).

[0094] The behavioral response manifestations of stereotyped behaviors in narrow interests and stereotyped behaviors include a preference for repetitive single objects or arrangements over disorganized objects or stacks. The present invention induces the detection of repetitive stereotyped behaviors by adding a first object to background 1, where the first object is a repetitive single object or arrangement. Narrow interests are induced by adding distractors to background 1, and the behavioral response of narrow interests is a preference for numbers, letters, buttons, vehicles, signs, tracks, and round objects. Specifically, the first object is a distractor, such as one or more of numbers, letters, buttons, vehicles, signs, tracks, and round objects. Specifically, Figure 3 As shown, (1) numbers (including but not limited to Figure 3 a, b, c, d; (2) letters (including but not limited to Figure 3 .b, c, d); (3) means of transportation (including but not limited to Figure 3 .b, e, g, h, k); (4) signs (including but not limited to Figure 3 .f); (5) tracks (including but not limited to) Figure 3 .g, h); (6) round objects (including but not limited to Figure 3c, i, j); (6) comparison between neat and single objects and disordered and diverse objects (including but not limited to Figure 3 .j, k).

[0095] Abnormal visual perception behavior is manifested as being easily focused on rotating objects or liking to squint at certain objects. The present invention induces abnormal visual perception by adding rotating objects to background 1. Specifically, the first object is a rotating object, and the rotating object includes one or more of the following: (a) a rotating globe, see Figure 5 a; (b) rotating lights, see Figure 5 b; (c), rotating ball, see Figure 5 b; (d) rotating drum washing machine, see Figure 5 c.

[0096] Cognitive impairments include emotional cognition, spatial cognition, and memory cognition. Emotional cognition impairment manifests as an inability to focus attention on objects and people in emotionally charged contexts, resulting in a more fragmented focus. Spatial cognition impairment manifests as an inability to accurately predict the trajectory and trends of events. Memory cognition impairment manifests as weak memory and cognitive abilities.

[0097] The present invention induces emotional cognitive disorder through emotional cognitive scenarios. Emotional cognitive scenarios include one or more of the following: (a) pain scenarios; (b) conflict scenarios; (c) happy scenarios; (d) sad scenarios; (e) exclusion scenarios; (f) interesting scenarios. Figure 4 middle, Figure 4 a) The injection test detects the perception of pain; Figure 4 Fighting in b tests the perception of conflict; Figure 4 c) the perception of happiness through smile detection; Figure 4 d) Crying tests the perception of sadness; Figure 4 e dislikes the perception of exclusion; Figure 4 F in which face detection is used to detect interesting cognition, etc.

[0098] In some embodiments, the dynamic content 3 in the pain scene includes one or more of the following: the action of the character being pricked by the second object or the action of the character being burned by the second object. Specifically, the action of being pricked by the second object is the action of getting an injection, and the action of being burned by the second object is the action of a hand touching a flame.

[0099] In some embodiments, the dynamic content 3 in the conflict scene includes fighting or quarreling actions between characters.

[0100] In some embodiments, the dynamic content 3 in the happy scene includes the action of the character laughing.

[0101] In some embodiments, the dynamic content 3 in the sad scene includes the action of the character crying.

[0102] In some embodiments, the dynamic content 3 in the exclusion scene includes the actions of characters disliking other characters.

[0103] In some embodiments, the dynamic content 3 in the funny scene includes the action of the character making a face.

[0104] Spatial cognition scenarios incorporate the paradigm of visually predicting spatial perception, thereby predicting the trajectory and trend of things. This invention uses spatial cognition scenarios to induce spatial cognition impairment. The paradigm of visually predicting spatial perception includes one or more of the following: the trajectory of a second object, the action of a character following the movement of a second object.

[0105] In some embodiments, the trajectory motion of the second object includes one of a ball and a rocket. The action of the character following the moving second object is the action of the dog following the moving ball. Figure 4 g.

[0106] The memory recognition scenario incorporates the paradigm of visual predictive memory to enable memory recognition of objects. This invention uses the memory recognition scenario to induce memory recognition impairment. The visual predictive memory paradigm involves the same second object being placed in successive segments. A subsequent segment then contains a confusing object similar to the second object. The character must then find the second object within the confusing object in the subsequent segment.

[0107] In some embodiments, in the first clip, the mouse hits the cat and then hides in a pile of mice. In the second clip, the cat searches for the mouse. Figure 4 h.

[0108] Abnormal instinctive fear-avoidance behavior manifests as a lack of an instinctive risk-avoidance response to external stimuli. The present invention induces this instinctive fear-avoidance abnormality by simulating a collision scenario. Dynamic content 3 in the simulated collision scenario includes one or both of a second object moving toward the subject and a second object moving away from the subject.

[0109] In some embodiments, the second object moves toward the subject as the character kicks a soccer ball, which flies toward the subject. Figure 6 a; The second object deviates from the subject's movement. The character kicks the football, which deviates from the subject and does not collide with the subject. Figure 6 b.

[0110] In some embodiments, the second object moving toward the subject is a sandbag thrown by the character at the subject, and the second object moving away from the subject is a sandbag thrown by the character away from the subject without colliding with the subject.

[0111] Social avoidance refers to social dysfunction, which can be manifested by behavioral responses such as one or more of social avoidance, poor social skills, and eye contact. The present invention uses character social interaction scenarios to induce social avoidance, thereby testing children's understanding of and attention to social situations. Dynamic content 3 in character social interaction scenarios includes social actions between characters.

[0112] In the present invention, the video can be composed of segments of different scenes to form videos for different autism behavior tests. Different scene segments can be provided with different backgrounds 1, elements 2 and dynamic content 3, thereby inducing different autism behavior reactions for examination and testing.

[0113] Example

[0114] like Figure 7 A video product for inducing autistic behaviors in children is shown. The video includes a scene clip consisting of Background 1 and Element 2, with Element 2 placed on Background 1. The scene depicts a character action scene, with a little girl sharing toys. She first looks at the toy on her left, then turns her head to look at the toy on her right. This test measures whether the child follows the girl's gaze and focuses on the toy she's interested in, thereby testing whether they have a joint attention disorder. Background 1 is set in a home setting and incorporates a rotating washing machine, a round clock, and several balloons. The rotating washing machine is used to test whether the child has any visual perception abnormalities. The clock and balloons are then used to test whether the child has narrow interests.

[0115] The above video may also include one or more of the following video clips to form different test videos:

[0116] like Figure 8 In the video clip, Background 1 is outdoors, and the character action scene shows children blowing bubbles. The subjects were observed to recognize faces and whether they enjoyed chasing bubbles. Children with autism tend to pay more attention to bubbles than faces, which is a problem in their ability to recognize facial emotions and expressions. Children with normal cognitive abilities tend to pay more attention to people.

[0117] like Figure 9In the video clip, Background 1 is set at home. The character action scene shows a little girl following her mother's finger and looking for something to grab, testing whether they have joint attention disorders. There's also another little girl flipping through a book in the scene, testing whether the subject will observe the girl reading or the one following her mother's instructions, moving dishes, and jointly focusing on the area indicated by her mother's finger. Background 1 features a rotating washing machine and a circular clock to observe whether children with autism exhibit this behavior. The rotating washing machine is used to observe any visual perception disorders in the test children, and the inclusion of the clock in the background is intended to explore any narrow interests.

[0118] like Figure 10 The clip shown here focuses on joint attention deficits. Background 1 is set in a home, with a small monkey playing and another small monkey pointing with its finger. Background 1 incorporates a vehicle, a round clock, a round balloon, and an airplane moving up and down. This is done to investigate whether the subject pays more attention to the finger movement (assessing joint attention), or simply focuses on the airplane, or prefers looking at round objects like clocks and balloons, thereby exploring whether the child has narrow interests.

[0119] Figure 11 In the clip shown, Background 1 is a designed emotion recognition scenario set in a hospital, where a doctor gives a little girl an injection. In this scenario, the children's ability to observe and recognize emotions was examined. Distractors were also added to Background 1, including the children's beloved ambulance and an alphabetical eye chart, to see if they could elicit a narrower interest.

[0120] Figure 12 In the clip shown, Background 1 is set indoors. The goal was to examine the stereotyped behaviors of children with autism and to understand their preferences for neatly arranged objects versus messy ones. Because children with autism tend to prefer stereotyped arrangements, the scene was designed with distractors: a neat arrangement on one side and a messy one on the other. A rotating globe was also added to Background 1 to observe any visual aberrations.

[0121] Figure 13In the clip, Background 1 is set outdoors. This part of the scene simulates a collision scenario. To understand children's instinctive fear and avoidance, a sandbag is thrown toward the subject, and the subject's eyes are observed to avoid the sandbag. Simultaneously, a child in the distance points a finger, prompting a nearby child to find the sandbag. This action examines joint attention abnormalities. Background 1 also incorporates distractors such as floating balloons and passing cars to observe the children's eye focus.

[0122] Figure 14 In this clip, Background 1 is set indoors. This section features a character-action scene, in which a child uses finger gestures to display toys, examining joint attention deficits. Distractors, including a small rocket and a car, were added to Background 1 to examine whether these repetitive objects induce narrowed interests and stereotyped behaviors.

[0123] Figure 15 In the clip, Background 1 is set outdoors. This section is designed as an emotion recognition scenario, featuring two people arguing and arguing. This scenario is used to examine the subjects' ability to recognize anger. Background 1 also includes a distracting object, a car. Children with autism tend to focus on the car rather than the person's facial expression.

[0124] Figure 16 In this clip, Background 1 is set outdoors, featuring several people playing volleyball back and forth. The goal is to test whether children can accurately predict where the volleyball will land (to assess spatial cognitive impairment). A rotating light was added to Background 1 to test for visual perception abnormalities, suggesting that children with autism may seek out the rotating light. There's also a flying saucer, a design element designed to test for narrow interests.

[0125] Figure 17 In this clip, Background 1 is set indoors and depicts an emotional recognition scenario. Characters play with toy cars and experience conflict. This test examines subjects' ability to recognize angry expressions and assess emotional cognition impairments. Background 1 incorporates distractors, including track stripes, tracks on a tabletop, a round window, stars, and toy cars to assess narrow interests and stereotyped behaviors.

[0126] Figure 18 In the clip, Background 1 is an outdoor highway with cars traveling in opposite directions. On one side, neatly arranged tanker trucks are stuck in traffic, while on the other side, cars are in disarray after a car accident. Children with autism prefer to look at the neatly arranged tanker trucks on the left, while children with normal acuity prefer the disorganized cars on the right. In Background 1, the headlights of an ambulance suddenly brighten and spin. This is also a round, rotating object, acting as both a distractor and a rotating object, testing narrow interests and stereotyped behaviors while also inducing abnormal visual perception.

[0127] Figure 19 In this clip, Background 1 is set indoors, featuring a character-action scene. The scene features a mother bathing her child, performing movements and making eye contact. This test examines the subject's ability to observe these movements through joint attention. Distractors such as a faucet and showerhead, as well as bottles and cans, were added to Background 1 to investigate the narrow interests of children with autism.

[0128] Figure 20 In the clip, Background 1 is set in a school classroom. The setting is designed as an emotion recognition scenario, showcasing some of the activities that occur in daily school classes. The goal is to examine whether the subjects focus on faces and thus whether they have any emotional cognition impairments. Distractors, including numbers and a round clock, were added to Background 1 to induce narrowed interest.

[0129] Figure 21 In the clip, Background 1 is a beach scene designed to test spatial cognition. Two people toss a ball back and forth, examining their ability to predict the ball's trajectory. Some children with autism have strong spatial cognition abilities and are able to predict the ball's direction, follow it, and anticipate its likely destination. However, children with autism who have weaker spatial cognition abilities are unable to follow the ball's trajectory and instead focus on the waves. This study examines the spatial cognition deficits of children with autism.

[0130] Figure 22 In this clip, Background 1 is outdoors, and the scene depicts a character action scene. In the scene, a character blows up a balloon, which then flies away. The character chases the balloon, and after it falls, the character picks it up again and blows it up. This is used to examine whether the child has abnormalities in joint attention. Children with autism have difficulty following the action of picking up and blowing the balloon again. Background 1 also includes distractors: a car on the ground and an airplane flying back and forth in the sky. Children with good joint attention will follow the movement of the balloon with their eyes. Children with poor joint attention will not be able to follow the movement of the balloon, but will be drawn to the car on the ground and the airplane in the sky. This can be used to examine whether the child has narrow interests and perceptual abnormalities.

[0131] Figure 23 In the clip, Background 1 is set indoors, depicting a birthday party. A character is burned by a candle, and a pained expression is superimposed. This requires the child to identify and pay attention to changes in the character's expression, a test of emotion recognition. This also allows for observation of the child's ability to shift their gaze from the cake to the person, assessing their eye contact ability. Background 1 also includes distracting objects on the table, such as round objects like cups and plates, and the words "Happy Birthday" on the back, all of which can easily attract attention and narrow interest in children with autism.

[0132] Figure 24 In the clip, background 1 is an outdoor football field, and the scene is a simulated collision scene. The characters in the scene are kicking a ball. The first clip kicks the ball diagonally out of the screen without colliding with the subject, and observes whether the subject will follow the ball, and whether they will dodge or observe some behaviors of people; the second clip kicks the ball directly into the middle of the screen, and observes whether the subject's eyes have quick avoidance behavior to examine whether there is fear avoidance abnormality.

[0133] Figure 25 In this clip, Background 1 is an indoor setting with a character-action scene. In the scene, a character instructs a child to pick up trash from the floor and throw it into a trash can. This examines the subject's joint attention to this finger-pointing action. Distractors, a trash can and a clock, were added to Background 1 to examine the subject's prediction of throwing away the trash. Children with autism are more drawn to the clock and trash can, and their attention is drawn to them. They will also focus on the clock and trash can when instructed, inducing a narrowed interest.

[0134] Figure 26 In this clip, Background 1 is set outdoors on a roadside. The scene depicts a happy scene from the emotion recognition scenario, with people walking along the road. The participants are asked to identify their faces and understand their emotions. Other distractors, such as street signs and moving cars, were also added to Background 1, while also examining narrow interests.

[0135] Figure 27 In this clip, Background 1 is set indoors, and the scene depicts memory and cognition. In the first clip, a mouse hits a cat. In the second clip, the mouse runs into a group of similar mice, and the cat searches for the mouse. Children with poor memory or memory impairment may have difficulty locating the mouse that hit the cat. This clip is used to examine memory and cognition impairments.

[0136] Figure 28 In the clip, background 1 is indoors, and the scene is of pressing the elevator button. Through this elevator pressing scene, we can observe some narrow interests of autistic children. Autistic children prefer to stare at the elevator buttons and the sign on the left, while normal children's eyes are on the characters. Interference objects, such as the numbers on the sign, are added to background 1 to induce narrow interests.

[0137] Figure 29In the clip, Background 1 is an indoor setting, and the scene depicts a character's action. In this scene, a character arranges number cars, observing whether the subject's collective attention can follow the character's movements. This also includes a spatial cognition scenario to examine whether the subject possesses some predictive abilities. For example, the child is tested on whether they can predict whether the character will arrange the number cars in the order 1234. If so, which number car should be picked up next? The child is tested on whether their gaze can follow the character's movements to locate the next number car, also assessing some cognitive aspects.

[0138] Figure 30 In this clip, Background 1 is an indoor setting, and the scene depicts a character's action, with a child putting toys away. Background 1 includes distractors such as the numbers 12345. Children with autism may prefer to focus on the numbers 12345 rather than following the child's hand movements and paying attention to their movements. This is to investigate the subject's narrow interests.

[0139] Figure 31 In the clip, background 1 is in the train station, and the scene is the process of a train entering the station. Elements 2 added to background 1 include a clock, a signboard, and a train entering the station. These are all objects that autistic children like, showing a narrow interest.

[0140] Figure 32 In this clip, Background 1 is set indoors, and the scene depicts a character action scene. In the scene, a child with autism is playing with a toy. The child with autism is more focused on the toy. While a typical child's attention shifts more quickly from the person to the toy as the child's hand movements change, the child with autism is slower and focuses more on the toy itself. This clip examines joint attention.

[0141] In the present invention, the above-mentioned different segments can be combined to form videos with different play time sequences for inducing and testing autism behavioral responses. The combined video can also be provided with a guide segment, such as Figure 33 The introductory segment features a lively scene as the first segment of the video. This lively opening scene serves to attract the subject's attention, allowing for better completion of the subsequent video test. Specifically, in one embodiment of the introductory segment, the dynamic content 3 in the lively scene is a moving train with children on board. The content of the introductory segment is not restricted in any way, as long as it can attract the subject's attention.

[0142] Since children's heads will shake left and right when watching videos, the deviation of the head shaking will be larger over time, which will cause the accuracy of the eye tracker to decrease and the eye tracker needs to be calibrated. The present invention adds calibration segments between different segments in the video, such as Figure 34As shown, the calibration clip includes a positioning scene. Dynamic content 3 in the positioning scene is a small rocket flying back and forth. By including the rocket in the video clip, children's eyes are subconsciously drawn to it, causing them to stare at it. As they stare at it, the algorithm calibrates the eye tracker.

[0143] The video of the present invention can also be equipped with an eye movement ability test segment, which has a scene of smooth object movement. The scene of smooth object movement can be used to examine whether the eye movement speed and smooth tracking are normal. The scene of smooth object movement can be a horse running from far to near or dominoes falling one by one, such as Figure 35 、 Figure 36 shown.

[0144] The above disclosure is merely a preferred embodiment of the present invention and certainly cannot be used to limit the scope of the present invention. Therefore, equivalent changes made according to the claims of the present invention are still within the scope of the present invention.

Claims

1. A video product for inducing characteristic behaviors of autism in children, characterized by: The video includes multiple clips, different clips have different scenes, and the scenes include background, elements and dynamic content; the elements are set on the background, and the elements are first objects; the dynamic content is set on the background; the scenes include one or more of character action scenes, emotion cognition scenes, spatial cognition scenes, memory cognition scenes, simulated collision scenes and character social interaction scenes; the dynamic content in the character action scenes includes action interactions between characters or between characters and a second object, and the action interactions include one or more of a character making an indicating action to another character or to a second object, or a character chasing a second object.

2. The video product for inducing characteristic behaviors of autism in children according to claim 1, characterized in that: The indicating action includes one or more of looking, pointing, throwing and blowing.

3. The video product for inducing characteristic behaviors of autism in children according to claim 2, characterized in that: The character's pointing action toward the second object includes one or more of the following: (1) the character turns his head to one side to look at a second object, and then turns his head to the other side to look at another second object; (2) the character looks at or points with his body toward another character or a second object; (3) the character throws another character or throws out a second object; (4) the character blows toward the second object, causing the second object to fly around; (5) the character picks up the dropped second object and blows toward the second object.

4. The video product for inducing characteristic behaviors of autism in children according to any one of claims 1 to 3, characterized in that: The first object comprises a repeating single object or an arrangement.

5. The video product for inducing characteristic behaviors of autism in children according to any one of claims 1 to 3, characterized in that: The first object includes an interference object, and the interference object includes one or more of numbers, letters, buttons, vehicles, signs, tracks, and circular objects.

6. The video product for inducing characteristic behaviors of autism in children according to any one of claims 1 to 3, characterized in that: The first object includes a rotating object, and the rotating object includes one or more of the following: (a) a rotating globe; (b) a rotating lamp; (c) a rotating ball; (d) Rotating drum washing machine.

7. The video product for inducing characteristic behaviors of autism in children according to claim 1, characterized in that: The emotional recognition scenarios include one or more of the following: (a) pain scenario; (b) conflict scenario; (c) happy scenario; (d) sad scenario; (e) exclusion scenario; and (f) funny scenario.

8. The video product for inducing characteristic behaviors of autism in children according to claim 7, characterized in that: The dynamic content in the pain scene includes one or more of the actions of the character being pricked by the second object or the character being burned by the second object; the dynamic content in the conflict scene includes the actions of fighting or quarreling between the characters; the dynamic content in the happy scene includes the actions of the character laughing; the dynamic content in the sad scene includes the actions of the character crying; the dynamic content in the exclusion scene includes the actions of the character disliking other characters; the dynamic content in the funny scene includes the actions of the character making faces.

9. The video product for inducing characteristic behaviors of autism in children according to claim 7, characterized in that: The spatial cognition scenario incorporates a paradigm of visual prediction of spatial perception, which includes one or more of a trajectory movement of a second object and an action of a character following the movement of the second object.

10. The video product for inducing characteristic behaviors of autism in children according to claim 9, characterized in that: The memory recognition scene incorporates a paradigm of visual predictive memory, which includes the same second object being placed in consecutive different segments, with a confusing object similar to the second object being placed in the latter segment, and the character finding the second object in the confusing object in the latter segment.

11. The video product for inducing characteristic behaviors of autism in children according to claim 9, characterized in that: The dynamic content in the simulated collision scene includes one or both of the second object moving toward the subject and the second object moving away from the subject.

12. The video product for inducing characteristic behaviors of autism in children according to claim 1, characterized in that: The dynamic content in the character social interaction scene includes social interaction actions between characters.

13. The video product for inducing characteristic behaviors of autism in children according to claim 1, characterized in that: The video also includes a guide segment, which is the first segment of the video and is provided with a lively scene; the dynamic content in the lively scene is a second object carrying a character moving in a trajectory.

14. The video product for inducing characteristic behaviors of autism in children according to claim 1, characterized in that: The video also includes a calibration segment, which is set between segments of different scenes; the calibration segment includes a positioning scene, and the dynamic content in the positioning scene is the reciprocating trajectory motion of the second object.

15. The video product for inducing characteristic behaviors of autism in children according to claim 14, characterized in that: The reciprocating trajectory motion of the second object is a rocket flying back and forth.

16. The video product for inducing characteristic behaviors of autism in children according to claim 1, characterized in that: The video also includes an eye movement ability test clip, which is provided with a motion scene of an object moving smoothly; the dynamic content in the motion scene of the object moving smoothly is the smooth movement of the second object trajectory.

17. The video product for inducing characteristic behaviors of autism in children according to claim 16, characterized in that: The second object trajectory moving smoothly includes one or more of the following: (1) a horse running from far to near; (2) dominoes falling one after another.

18. Use of the video product for inducing characteristic behaviors of autism in children according to any one of claims 1 to 17 in autism screening, autism pathogenesis research, autism treatment, autism auxiliary diagnosis, autism quantitative analysis, and autism efficacy evaluation.

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