Video product for eliciting characteristic behaviors in autistic children

Abstract

Disclosed in the present invention is a video product for eliciting characteristic behaviors in autistic children. A video is formed by splicing different clips. Different clips have different scenes. Each scene comprises a background, elements, and dynamic content. The elements are arranged on the background. The elements consist of repetitive single objects, distractors, or rotating objects. The scenes include one or more of a character action scene, an emotional cognition scene, a spatial cognition scene, a memory cognition scene, a simulated collision scene, and an interpersonal social interaction scene. In the present invention, by means of elements and different dynamic content in different scenes, characteristic behaviors in autistic children are elicited, and by acquiring eye movements, the behavioral representation of autistic children is differentiated from that of typically developing children, and the behavioral capabilities of autistic children are dynamically tested. The present invention has specificity and high accuracy, can meet the requirements of autism screening, diagnosis, treatment, and efficacy evaluation.

Description

Video product for inducing characteristic behaviors of children with autism TECHNICAL FIELD

[0001] The present application belongs to the technical field of disease diagnosis and detection, and particularly relates to a video product for inducing characteristic behaviors of children with autism. BACKGROUND

[0002] At present, the detection stimulus of the eye movement activity of children with autism mainly depends on a single static picture of a stimulus element, such as a figure expression atlas. However, through clinical observation, children with autism show many other characteristic abnormalities in addition to the abnormality in expression recognition. The visual stimulus of a single element cannot meet the early screening and quantitative analysis of autism. The core symptoms of children with autism include various behaviors, and the individual differences are large, and the clinical manifestations are obviously different. How to realize the early and accurate screening of children with autism is a problem to be solved.

[0003] SUMMARY

[0004] The purpose of the present application is to provide a video product for inducing characteristic behaviors of children with autism, which solves the problem that the static picture of a single stimulus element in the prior art cannot completely induce the highly heterogeneous characteristic abnormal behaviors of children with autism.

[0005] To achieve the above-mentioned purpose, the technical scheme adopted by the present application is as follows:

[0006] A video product for inducing characteristic behaviors of children with autism, the video includes multiple segments, different segments have different scenes, the scenes include background, elements and dynamic content; the elements are arranged on the background, the elements are first objects; the dynamic content is arranged on the background; the scenes include one or more of role action scenes, emotion recognition scenes, space recognition scenes, memory recognition scenes, simulated collision scenes and character social interaction scenes; the dynamic content in the role action scene includes action interaction between roles or between a role and a second object, and the action interaction includes one or more of a role making an indicating action to another role or to a second object, or a role chasing a second object.

[0007] In the present application, the background includes one of outdoor and indoor.

[0008] Further, the indoor includes home, hospital and train station.

[0009] Further, the outdoor includes highway, beach and park.

[0010] In the present application, the role is a figure or a cartoon image.

[0011] In the present application, the indicating action includes one or more of looking at, pointing at, throwing at, and blowing at. The indicating action is examined to see if the indicating action can be followed to look in the indicated direction.

[0012] In some embodiments of the present application, the indicating action of the character to the second object includes one or more of: (1) the character looks to one side at one second object and then looks to the other side at another second object; (2) the character looks at or points at another character or at a certain second object with the eyes; (3) the character throws at another character or throws at a certain second object; (4) the character blows at a second object and the second object flies around; and (5) the character picks up a dropped second object and blows at the second object.

[0013] In the present application, the character action scene includes one or more of: (1) an interaction scene between characters; (2) an indicating action scene of characters; and (3) a birthday party scene of characters.

[0014] In some embodiments of the present application, the interaction scene between characters includes one or more of: (a) sharing a gift between characters; (b) interacting with and indicating a toy; (c) interacting while bathing between characters; and (d) interacting with an animal.

[0015] Further, the interacting with and indicating a toy includes the character looking to the left-hand doll and then looking to the right-hand doll and talking to the doll.

[0016] In the present application, the indicating action scene of characters includes one or more of: (a) blowing a second object between characters; and (b) indicating an activity.

[0017] In some embodiments of the present application, blowing a second object between characters includes one or more of blowing bubbles between characters and blowing a balloon between characters. Indicating an activity includes one or more of indicating picking up garbage, indicating picking up a ball, and indicating doing housework.

[0018] In the present application, the first object includes a repetitive single object or arrangement. The present application induces detection of repetitive stereotyped behavior by adding a repetitive single object or arrangement to the background. The behavior of stereotyped behavior is manifested by a preference for the repetitive single object or arrangement over a disorganized object.

[0019] In the present application, the first object includes an interfering object, and the interfering object includes one or more of a number, a letter, a key, a vehicle, a signboard, a track, and a circular object. The present application induces a narrow interest by adding an interfering object to the background. The behavior of the narrow interest is manifested by a preference for the number, the letter, the key, the vehicle, the signboard, the track, and the circular object.

[0020] In the present invention, the first object comprises a rotating object. The present invention induces visual perception abnormalities by incorporating a rotating object in the background, and the abnormal behavior of visual perception is manifested as an easy focus on the rotating object or a preference for looking askance at certain items.

[0021] Further, the rotating object comprises one or more of the following: (a) a rotating globe; (b) a rotating lamp; (c) a rotating ball; (d) a rotating washing machine. By combining a rotating object and a circular object, perception abnormalities and narrow interests can be induced simultaneously.

[0022] In the present invention, the emotional cognitive scene comprises one or more of the following: (a) a pain scene; (b) a conflict scene; (c) a happy scene; (d) a sad scene; (e) an exclusion scene; (f) an interesting scene. The present invention induces emotional cognitive disorders through emotional cognitive scenes.

[0023] In some embodiments of the present invention, the dynamic content in the pain scene comprises one or more of the following: an action of a character being poked by a second object or an action of a character being scalded by a second object.

[0024] Further, the action of being poked by a second object is an action of being injected with a needle, and the action of being scalded by a second object is an action of a hand touching a flame.

[0025] The dynamic content in the conflict scene comprises an action of fighting or arguing between characters.

[0026] The dynamic content in the happy scene comprises an action of a character laughing.

[0027] The dynamic content in the sad scene comprises an action of a character crying.

[0028] The dynamic content in the exclusion scene comprises an action of a character rejecting other characters.

[0029] The dynamic content in the interesting scene comprises an action of a character making a funny face.

[0030] In the present invention, the spatial cognitive scene incorporates a paradigm of visual prediction of spatial sense, thereby predicting the trajectory and trend of things. The present invention induces spatial cognitive disorders through spatial cognitive scenes.

[0031] The paradigm of visual prediction of spatial sense comprises one or more of the following: a trajectory movement of a second object, a second object action of a character following movement.

[0032] In some embodiments of the present invention, the trajectory movement of a second object comprises one of the following: a trajectory movement of a ball, a trajectory movement of a rocket.

[0033] The second object action of a character following movement is an action of a dog following a movement of a ball.

[0034] In the present application, the memory cognitive scene incorporates the paradigm of visual predictive memory, thereby enabling memory recognition of objects. The present application induces memory cognitive disorders through the memory cognitive scene.

[0035] Further, the paradigm of visual predictive memory includes the same second object being arranged in successive different segments in succession, and a confusing object similar to the second object being arranged in the latter segment, and the character finding the second object in the confusing object in the latter segment.

[0036] In the present application, the scene further includes a simulated collision scene, and the dynamic content in the simulated collision scene includes one or both of the second object moving towards the subject and the second object moving away from the subject. The present application induces instinctive fear avoidance abnormalities through the simulated collision scene, and the behavior reaction of the instinctive fear avoidance abnormalities is that the subject does not have an instinctive avoidance reaction to external dangerous stimuli.

[0037] In some embodiments of the present application, the second object moving towards the subject is the character kicking a football, and the football flying towards the subject; and the second object moving away from the subject is the character kicking the football, and the football missing the subject and not colliding with the subject.

[0038] In some embodiments of the present application, the second object moving towards the subject is the character throwing a sandbag towards the subject, and the second object moving away from the subject is the character throwing the sandbag away from the subject, and the sandbag not colliding with the subject.

[0039] In the present application, the dynamic content in the character social interaction scene includes social interaction actions between characters. The present application induces social avoidance through the character social interaction scene, and examines the ability of the subject to switch between eyes and social-related objects. Social avoidance refers to social dysfunction, and the behavior reaction of the social dysfunction includes one or more of social avoidance, lack of social skills, and eyes not looking away.

[0040] In the present application, each of the scenes is composed of different dynamic content, different backgrounds, and different elements.

[0041] In the present application, the video further includes a guide segment, the guide segment being the first segment of the video, and the guide segment being provided with a lively picture scene. By providing a lively opening picture, the attention of the subject is attracted, so that the subsequent video test can be better completed.

[0042] Further, the dynamic content in the lively picture scene is a second object carrying the character moving in a trajectory.

[0043] Preferably, the dynamic content in the lively picture scene is a train carrying children and moving.

[0044] In the application, the video further comprises a calibration segment, which is arranged between segments of different scenes.

[0045] Further, the calibration segment is arranged in a middle time of the video.

[0046] Further, the calibration segment comprises a positioning scene, in which a dynamic content is a second object moving in a reciprocating trajectory. The calibration of the eye tracker in the prior art needs the subject to stare at several fixed points, so as to position the specific position of looking at the screen. Children are not easy to operate in the calibration process. The application attracts the attention of the subject by arranging the second object moving in a reciprocating trajectory in the video segment, so as to complete the calibration of the eye tracker. This is simple and easy to operate.

[0047] Further, the second object moving in a reciprocating trajectory 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 by the rocket, so as to follow the object and stare at it. At the same time of staring at it, the calibration of the eye tracker can be completed through an algorithm.

[0048] In the application, the video further comprises an eye movement ability test segment, which is provided with an object smooth movement scene. The object smooth movement scene is used to examine whether the movement speed and smooth tracking of the eyeball are normal.

[0049] Further, the dynamic content in the object smooth movement scene is a second object moving in a smooth trajectory.

[0050] Further, the second object moving in a smooth trajectory comprises one or more of the following: (1) a horse running from far to near; (2) a plurality of dominoes falling in turn.

[0051] The video product for inducing the autistic characteristic behavior of children described above is applied in autism screening, autism pathogenesis research, autism treatment, autism auxiliary diagnosis, autism quantitative analysis and autism efficacy evaluation.

[0052] The application has the following beneficial effects:

[0053] (1) The video product for inducing the characteristic behaviors of children with autism is composed of different scene segments, and different segments have different scenes, including role 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 elements and dynamic content in the scenes, dynamic testing of the behavior ability of children with autism is realized, the specificity is high, the accuracy is high, and the needs of autism screening, diagnosis, treatment and efficacy evaluation can be met.

[0054] (2) The video can induce the characteristic behavior reactions of children with autism in multiple dimensions, including common attention, narrow interest and stereotyped behavior, cognitive disorder, abnormal perception, instinct fear avoidance and social avoidance, so as to realize the diagnosis, measurement of disease severity and subtype of autism. BRIEF DESCRIPTION OF DRAWINGS

[0055] The technical solutions of the present application will be further described below in combination with the drawings and specific embodiments of the present application.

[0056] Fig. 1 is a structural schematic diagram of a segment scene in the video of the present application;

[0057] Fig. 2 is a video scene diagram for inducing the difference in common attention ability between children with autism and normal children;

[0058] Fig. 3 is a video scene diagram for inducing the difference in narrow interest and stereotyped behavior between children with autism and normal children;

[0059] Fig. 4 is a video scene diagram for inducing the difference in cognitive disorder between children with autism and normal children;

[0060] Fig. 5 is a video scene diagram for inducing the difference in perception between children with autism and normal children;

[0061] Fig. 6 is a video scene diagram for inducing the difference in instinct fear abnormality between children with autism and normal children;

[0062] Figs. 7-32 are time diagrams of different segments in the video of the present application;

[0063] Fig. 33 is a time diagram of a certain moment of the initial segment of the present application;

[0064] Fig. 34 is a time diagram of a certain moment of the calibration segment of the present application;

[0065] Figs. 35 and 36 are time diagrams of a certain moment of the eye movement ability test segment of the present application.

[0066] The reference signs in the drawings are as follows: 1, background; 2, element; 3, dynamic content. DETAILED DESCRIPTION

[0067] The present application provides a video for visual stimulation to induce autistic characteristic behavior response, which has specificity for common attention, narrow interest and stereotyped behavior, cognitive impairment abnormalities (emotional cognitive impairment, spatial cognitive impairment, memory cognitive impairment), perceptual impairment abnormalities, instinct fear avoidance abnormalities, social avoidance and the like of autistic children. The present application aims to induce and record the differences in eye movement and behavior response between autistic children and normal children by allowing children to freely and unrestrictedly watch these videos (consisting of video clips of multiple different scenes), so as to measure the differences in common attention, narrow interest and stereotyped behavior, cognitive impairment abnormalities, perceptual impairment abnormalities, instinct fear avoidance abnormalities and social avoidance between autistic children and normal children by analyzing these differences, thereby achieving the diagnosis, measurement of disease severity and subtype of autism.

[0068] The present inventors have found that autistic children exhibit many other characteristic abnormalities in addition to abnormalities in expression recognition. The core characteristics of autism include common attention ability abnormalities, narrow interest and stereotyped behavior, cognitive impairment abnormalities, perceptual abnormalities, instinct fear avoidance abnormalities and social avoidance. The present application measures the differences in common attention ability, narrow interest and stereotyped behavior, cognitive impairment abnormalities, perceptual abnormalities, instinct fear avoidance abnormalities and social avoidance between autistic children and normal children as follows:

[0069] (i) Measurement of common attention ability:

[0070] Autistic children have a decline in eye contact and gaze shift ability as early as 6-12 months, and have difficulty in following the gestures or gaze of others to look at other people or objects, and in switching their focus from objects to people.

[0071] Common attention abnormalities refer to a decline in eye contact and gaze shift ability, and the behavior response includes difficulty in following the gestures or gaze of others to look at other people or objects, and difficulty in switching their focus or attention from objects to people.

[0072] The present inventors have found that normally developing children exhibit good common attention ability, can quickly follow the instructions or gaze of the characters in the video, and quickly switch their focus to adapt to the activities in the video. In contrast, autistic children have difficulty in following the instructions or gaze of the characters in the video, and also have difficulty in switching their focus according to the activities of the characters in the video. In addition, compared with moderate and severe autistic children, mild autistic children have significantly better common attention ability than moderate and severe autistic children, and can follow the instructions to some extent, while moderate and severe autistic children are almost unable to follow the instructions. In the present application, the common attention ability of children is measured by observing whether they can follow the instructions.

[0073] (ii) Measurement of narrow interest and stereotyped behavior:

[0074] Autism children all have narrow interests and stereotyped behavior, according to clinical observation, the summary of the behavior characteristics of autism children, its specific performance includes: special interest in numbers, letters, keys, vehicles (such as cars, etc.), signs, tracks, circular objects (such as clocks, rollers, etc.) and other objects, and more preference for repeated single objects or arrangement. The present application detects whether the child has narrow interests and stereotyped behavior by observing the degree of attention of the child to these objects and the attention switching situation. The inventor found that autism children are more inclined to pay attention to these specific objects than normal children. In addition, compared with mild autism children, moderate to severe autism children pay more attention to these objects.

[0075] (iii) Measure cognitive impairment abnormalities:

[0076] Perception is the basis of our understanding of the world, and is the source of experience and learning. Cognitive function refers to the ability of the brain to reflect the characteristics, state and mutual connection of objective things, and to reveal the meaning and effect of things to people, which is a kind of advanced psychological function. Autism children often have abnormal performance of perception.

[0077] Cognitive impairment abnormalities include emotional cognitive impairment, spatial cognitive impairment and memory cognitive impairment.

[0078] Emotional cognitive impairment: the inventor observed that normal children can have good cognition of scenes such as pain, conflict, happiness, sadness, exclusion, and fun, and the eye attention focus is concentrated on objects and characters related to the scene. In contrast, autism children often cannot understand these scenes well, and the eye attention focus is more scattered. By observing the performance of children in these emotional cognitive scenes, the emotional cognitive impairment of autism children can be more accurately detected.

[0079] Spatial cognitive impairment: the inventor of the present application observed that, when compared with autism children, normal children showed more accurate prediction of the development trajectory and trend of things, and similarly, compared with moderate to severe autism children, mild autism children showed stronger spatial cognitive ability.

[0080] Memory cognitive impairment: the inventor observed that, when compared with autism children, normal children showed better memory, and similarly, compared with moderate to severe autism children, mild autism children showed stronger memory cognitive ability.

[0081] (iv) Measure perception abnormalities:

[0082] Perception is the basis of human understanding of the world, and is the source of experience and learning. Children with autism often have abnormal perception, and the abnormality of visual perception has certain specificity and long-term impact on cognitive function development. The visual abnormalities of children with autism include: liking to watch rotating objects, liking to look at certain objects at an angle, etc. In the invention, rotating lights, rotating drums and other elements are placed in the background of the video to observe the child's response to such visual stimuli to detect whether the child has visual perception abnormalities.

[0083] The inventor of the invention observed that normal children rarely pay attention to rotating objects. In contrast, children with autism are more likely to pay attention to rotating objects. At the same time, compared with children with mild autism, the inventor found that children with moderate to severe autism are more likely to pay attention to rotating objects. By observing the performance of children in these scenes, visual perception abnormalities of children with autism can be more accurately detected.

[0084] (v) Measure instinctive fear avoidance abnormalities:

[0085] Children with autism often show no risk avoidance in their lives. Children with autism have a big difference in emotional and behavioral performance from normal children when adapting to the outside world, especially the instinctive response to external dangerous stimuli. In the invention, the instinctive fear avoidance abnormalities of children are detected by simulating collision scenarios.

[0086] The inventor observed that children with autism showed a lower response when facing a collision, with a scattered eye focus and an unobvious pupil dilation. In contrast, normal children showed a higher response sensitivity to the collision, with a concentrated eye focus and an obvious pupil dilation.

[0087] (vi) Social avoidance:

[0088] Children with autism have varying degrees of social dysfunction, including social avoidance, lack of social skills, and lack of eye contact. In this video, multiple social interaction scenarios of real people and animated characters are designed to detect the child's understanding and attention to social scenes. The inventor observed that children with autism often lower their heads, turn their heads to avoid social scene video clips, and prefer to watch scenes such as fish and turtles swimming when observing social scenes. In contrast, normal children rarely lower their heads and turn their heads to avoid video clips. In addition, children with autism avoid eye contact when observing social scenes, with poor eye contact. In contrast, normal children like to look at eyes and have good eye contact.

[0089] The system for testing autism behavioral responses of the present application comprises a computer, a camera and an eye movement capture device. The whole system aims to track the eye movement of individuals when they freely watch videos, and analyze and measure the eye movement and behavioral responses according to multiple unique dimensions. The eye movement capture device includes but is not limited to classic table type eye movement instrument, virtual\augmented reality glasses (such as Apple's Vision Pro, Meta's Oculus Quest, etc.), mobile phone, TV, tablet camera, Type C eye movement capture device plug-in on mobile phone, TV, tablet, etc. The camera can be selected from various types, including but not limited to USB camera, mobile phone camera, TV camera, virtual\augmented reality camera, etc. The camera can be divided into two categories, one for capturing behavioral responses, and the other for recording individual videos to provide more rich data to enhance the analysis of avoidance and social features.

[0090] Based on the above, the present application provides a video product for inducing autism characteristic behaviors of children as shown in Figure 1, comprising a plurality of segments, different segments have different scenes, the scenes include background 1, element 2 and dynamic content 3; the element 2 is arranged on the background 1, the element 2 is a first object; the dynamic content 3 is arranged on the background 1; the scene includes one or more of role action scene, emotion cognition scene, space cognition scene, memory cognition scene, simulated collision scene and character social interaction scene. In the present application, the scene is composed of different dynamic content 3, different background 1 and different element 2.

[0091] In the present application, the role action scene is used to induce common attention abnormality.

[0092] The role action scene includes one or more of the following: (1) inter-role interaction scene; (2) role instruction action scene; (3) role birthday party celebration scene. Among them, as shown in Figure 2, the inter-role interaction scene includes: (a) inter-role mutual gift sharing, Figure 2a; (b) role interaction with toys and instruction, Figure 2b; (c) inter-role interaction when bathing, Figure 2j; (d) role interaction with animals, see Figure 2k. In some preferred examples, the role interaction with toys and instruction is that the role turns its head to look at the left-hand doll, then turns its head to look at the right-hand doll and talks to the doll. The role instruction action scene includes: (a) inter-role blowing a second object, (b) role instruction to do something. Specifically, it includes one or more of (a) inter-role blowing bubbles, see Figure 2c; (b) inter-role blowing balloons, see Figure 2d; (c) role instruction to pick up garbage, see Figure 2e; (d) role instruction to pick up balls, see Figure 2g; (e) role instruction to do housework, see Figure 2f. By observing the performance of children in these scenes, especially focusing on whether their line of sight can follow the finger pointing of the characters in the video, and whether they can switch their focus of attention according to the eye movement of the characters, it can be detected whether the children have common attention ability abnormality.

[0093] Dynamic content 3 in the role action scene includes action interaction between roles and roles or between roles and second objects, the action interaction can be one or more of a role making a directive action to another role or to a second object, a role chasing a second object. The directive action includes one or more of looking at, pointing at, throwing at, and blowing at.

[0094] Specifically, the role making a directive action to a second object includes one or more of the following: (1) the role looks to one side at one second object and then looks to the other side at another second object (including but not limited to Fig. 2.b); (2) the role looks at or points at another role or a certain second object with eyes (including but not limited to Fig. 2.a, e, f, h, i, j, k); (3) the role throws at another role or throws at a certain second object (including but not limited to Fig. 2.g, k); (4) the role blows at a second object, and the second object flies around (including but not limited to Fig. 2.d); (5) the role picks up a dropped second object and blows at the second object (including but not limited to Fig. 2.d).

[0095] The behavior response performance of stereotypic behavior in stereotypic behavior and restricted interest includes preferring repetitive single objects or arrangements compared to disorganized objects or stacks. The present application induces detection of repetitive stereotypic behavior by adding a first object to background 1, the first object being a repetitive single object or arrangement. The present application induces restricted interest by adding a distractor to background 1, the behavior response performance of restricted interest being a preference for numbers, letters, keys, vehicles, signs, tracks, and round objects. Specifically, the first object is a distractor, the distractor being one or more of numbers, letters, keys, vehicles, signs, tracks, and round objects. Specifically, as shown in Fig. 3, (1) numbers (including but not limited to Fig. 3a, b, c, d); (2) letters (including but not limited to Fig. 3.b, c, d); (3) vehicles (including but not limited to Fig. 3.b, e, g, h, k); (4) signs (including but not limited to Fig. 3.f); (5) tracks (including but not limited to Fig. 3.g, h); (6) round objects (including but not limited to Fig. 3c, i, j); (6) comparison of neat single objects and disorganized multiple objects (including but not limited to Fig. 3.j, k).

[0096] The behavior response performance of visual perceptual abnormality is easy to focus on rotating objects or like to look obliquely at certain objects. The present application induces visual perceptual abnormality by adding a rotating object to background 1. Specifically, the first object is a rotating object, the rotating object including one or more of (a) a rotating globe, see Fig. 5a; (b) a rotating lamp, see Fig. 5b; (c) a rotating ball, see Fig. 5b; (d) a rotating drum washing machine, see Fig. 5c.

[0097] The cognitive impairment abnormalities include emotional cognitive impairment, spatial cognitive impairment, and memory cognitive impairment. The emotional cognitive impairment behavioral response is that the attention focus cannot be concentrated on objects and characters with emotional cognitive scenes, and the attention focus is relatively scattered. The spatial cognitive impairment behavioral response is that there is no ability to accurately predict the development trajectory and trend of things. The memory cognitive impairment behavioral response is that the memory cognitive ability is weak.

[0098] The present application induces emotional cognitive impairment through emotional cognitive scenes. The emotional cognitive scenes include one or more of the following: (a) a pain scene; (b) a conflict scene; (c) a happy scene; (d) a sad scene; (e) an exclusion scene; (f) an interesting scene. Specifically, as shown in FIG. 4, the needle injection detection in FIG. 4a detects the perception of pain; the fighting detection in FIG. 4b detects the cognition of conflict; the smiling face detection in FIG. 4c detects the cognition of happiness; the crying detection in FIG. 4d detects the cognition of sadness; the rejection in FIG. 4e detects the cognition of exclusion; the making a funny face detection in FIG. 4f detects the cognition of interest, and the like.

[0099] In some embodiments, the dynamic content 3 in the pain scene includes one or more of an action of a character being pricked by a second object or an action of a character being scalded by a second object. Specifically, the action of being pricked by a second object is the action of needle injection, and the action of being scalded by a second object is the action of a hand touching a flame.

[0100] In some embodiments, the dynamic content 3 in the conflict scene includes an action of fighting or quarreling between characters.

[0101] In some embodiments, the dynamic content 3 in the happy scene includes an action of a character laughing.

[0102] In some embodiments, the dynamic content 3 in the sad scene includes an action of a character crying.

[0103] In some embodiments, the dynamic content 3 in the exclusion scene includes an action of a character rejecting other characters.

[0104] In some embodiments, the dynamic content 3 in the interesting scene includes an action of a character making a funny face.

[0105] The spatial cognitive scene combines the paradigm of visual prediction of spatial sense, thereby predicting the development trajectory and trend of things. The present application induces spatial cognitive impairment through the spatial cognitive scene. The paradigm of visual prediction of spatial sense includes one or more of the trajectory movement of a second object, the second object action of character following movement.

[0106] In some embodiments, the trajectory movement of the second object includes one of the trajectory movement of a ball, the trajectory movement of a rocket. The second object action of character following movement is the action of a dog following movement of a ball, as shown in FIG. 4g.

[0107] The memory recognition scene combines the paradigm of visual predictive memory to recognize objects by memory. The present application induces memory recognition disorder by the memory recognition scene. The paradigm of visual predictive memory includes that a same second object is arranged in a continuous different segment in sequence, a confusing object similar to the second object is arranged in the latter segment, and the character finds the second object in the confusing object in the latter segment.

[0108] In some embodiments, the mouse hides in a pile of mice after hitting the cat in the first segment, and the cat looks for the mouse in the second segment, as shown in FIG. 4h.

[0109] The instinctive fear avoidance abnormal behavior reaction is that the instinctive avoidance reaction to external dangerous stimuli is not performed. The present application induces instinctive fear avoidance abnormality by simulating a collision scene. The dynamic content 3 in the simulated collision scene includes one or both of the second object moving towards the subject and the second object moving away from the subject.

[0110] In some embodiments, the second object moving towards the subject is that the character kicks a football, and the football flies towards the subject, as shown in FIG. 6a; and the second object moving away from the subject is that the character kicks the football, and the football misses the subject and does not collide with the subject, as shown in FIG. 6b.

[0111] In some embodiments, the second object moving towards the subject is that the character throws a sandbag towards the subject, and the second object moving away from the subject is that the character throws the sandbag away from the subject, and the sandbag does not collide with the subject.

[0112] Social avoidance refers to social dysfunction, and the behavior reaction performance of the social dysfunction includes one or more of social avoidance, lack of social skills, and eye avoidance. The present application induces social avoidance by a character social interaction scene to detect the understanding and attention of children to social scenes. The dynamic content 3 in the character social interaction scene includes social actions between characters.

[0113] In the present application, the video can be combined by different scene segments to form videos of different autism behavior tests. Different background 1, element 2 and dynamic content 3 can be arranged in different scene segments to induce different autism behavior reactions for investigation and testing.

[0114] Embodiments

[0115] A video product for inducing autism characteristic behaviors in children, as shown in Figure 7, the video includes a scene segment, the segment includes a background 1 and an element 2, the element 2 is set on the background 1; the scene is a role action scene, a little girl is sharing toys, eyes first look at the left toy, then turn head and eyes look at the right toy. Through this observation, whether the subject child will follow the little girl's eyes to watch the toy she looks at, to test whether they have joint attention abnormalities. Background 1 is at home, background 1 is integrated with a rotating washing machine, a circular clock and several balloons, through the rotating washing machine, to investigate whether the tested child has some visual perception abnormalities, and then through the setting of the clock and the balloons, to investigate whether the child has a narrow interest.

[0116] The above video can also include one or more of the following video segments to form different test videos:

[0117] As shown in Figure 8, the video segment, background 1 is outdoors, the role action scene is a child blowing bubbles, and the subject's recognition of human faces and whether they like to chase bubbles is observed. Children with autism will pay more attention to bubbles than to human faces, which is a problem in the cognitive aspect of human face emotions and expressions. Normal children will pay more attention to people.

[0118] As shown in Figure 9, the video segment, background 1 is at home, the role action scene is a little girl following her mother's finger instructions to look at what items need to be picked up, to test whether they have joint attention abnormalities. There is another girl reading a book in the scene, to investigate whether the subject will observe the girl reading the book or follow the mother's instructions to move the plate and focus on the place where the mother's finger points. A rotating washing machine and a circular clock are set in background 1, to observe whether children with autism will have this behavior of observing background 1. Through the rotating washing machine, to observe whether the tested child has some visual perception abnormalities, and then to add a clock in the background, to explore whether they have some narrow interests.

[0119] As shown in Figure 10, the main design is joint attention abnormalities, background 1 is at home, the role action scene is a little monkey playing there, and another little monkey has a finger pointing action. Background 1 is integrated with a traffic tool and a circular clock, a circular balloon, and an up-and-down airplane. Through this observation, whether the subject will pay more attention to the finger action (to investigate joint attention ability), or simply focus on the airplane, or like to watch the clock, balloon and other circular objects, to explore whether the child has narrow interest abnormalities.

[0120] In the segment shown in Fig. 11, background 1 is in a hospital, designed as an emotion recognition scene, in which a doctor is giving an injection to a little girl. In this scene, the subject children are examined for their ability to observe and recognize emotions. In background 1, some interference is also added, including a favorite ambulance of the child, and an alphabet visual chart, which are in background 1, to see if they can induce their narrow interests.

[0121] In the segment shown in Fig. 12, background 1 is indoors, designed to examine the stereotyped behavior of autistic children, to understand the preferences of autistic children for some more orderly items and some disordered items. Because autistic children will prefer stereotyped arrangements, the scene is designed with interference, with one side being a more orderly arrangement and the other side being a disordered arrangement, and in background 1, a rotating globe is added, to observe their visual perception abnormalities.

[0122] In the segment shown in Fig. 13, background 1 is outdoors, and this part of the scene is designed to simulate a collision scene, to understand the child's instinctive fear of avoidance, in which a sandbag is thrown towards the subject child, to see if the subject child's eyes will avoid it, and in the distance, a child will have a finger pointing action, to make a child in the near distance find the sandbag, to examine the joint attention abnormalities. At the same time, some interference is added in background 1, including a balloon floating by and a car passing by, to observe the eye focus of the subject children.

[0123] In the segment shown in Fig. 14, background 1 is indoors, and this part of the scene is designed as a role action scene, in which a child is showing toys with finger pointing, to examine joint attention abnormalities. In background 1, some interference is added, including a small rocket and a car, to examine the induction of narrow interests and stereotyped behavior by these repetitive single objects.

[0124] In the segment shown in Fig. 15, background 1 is outdoors, and this part of the scene is designed as an emotion recognition scene, in which two people are arguing, to examine the subject's recognition of the angry emotion. In background 1, a car is also added as interference, and autistic children will stare at the car instead of looking at the facial expressions.

[0125] In the segment shown in Fig. 16, background 1 is outdoors, and the scene is a few people playing volleyball, coming and going. Whether the child can correctly predict the landing point of the volleyball (to examine spatial cognitive impairment); in background 1, a rotating light is added to induce the examination of whether there is a visual perception abnormality, and autistic children will pursue this rotating light. There is also a flying saucer vehicle flying back and forth, and the design point of the flying saucer is to examine whether there is a narrow interest.

[0126] In the segment of Fig. 17, background 1 is in a room, and the scene is designed as an emotion cognition scene, in which a conflict is generated in the process of a character playing a toy car, and the subject's recognition of an angry expression is examined, and emotion cognition disorder is examined. Disturbances are added in background 1, including track stripes on the background, some tracks on the table, a circular window, and stars and toy cars to examine narrow interests and stereotyped behavior.

[0127] In the segment of Fig. 18, background 1 is on an outdoor road, and the scene is a road with oncoming cars, with neat tanker trucks on one side and a chaotic scene after a car accident on the other side. Autistic children prefer to look at the neat tanker trucks on the left, and normal children prefer to look at the chaotic cars on the right. The light of an ambulance in background 1 suddenly becomes bright and rotates, which is also a round rotating object, and this is a disturbance as well as a rotating object, to examine narrow interests and stereotyped behavior, and to induce visual perception abnormalities.

[0128] In the segment of Fig. 19, background 1 is in a room, and the scene is designed as a character action scene, in which the mother's actions and eye contact during the process of giving the child a bath are examined, and the subject's joint attention is examined, and whether the subject can observe the actions is examined. Disturbances are added in background 1, including a faucet and a shower, as well as some bottles and cans, to examine the narrow interests of autistic children.

[0129] In the segment of Fig. 20, background 1 is in a school classroom, and the scene is designed as an emotion cognition scene, in which some activities in a school day are shown, and whether the subject will pay attention to the face is examined, and whether there is an emotion cognition disorder is examined. Disturbances are added in background 1, including numbers and a circular clock, to induce narrow interests.

[0130] In the segment of Fig. 21, background 1 is a beach, and the scene is designed as a spatial cognition scene, in which two people are throwing a ball back and forth, and the prediction of the ball's movement trajectory is examined. Some autistic children with strong spatial cognition abilities can predict the direction of the ball, follow the ball, and then predict where the ball may go, but autistic children with weak spatial cognition abilities cannot follow the movement trajectory of the ball, but focus on the waves, and these are used to examine spatial cognition disorders in autistic children.

[0131] In the segment of FIG. 22, background 1 is outdoors, the scene is a role action scene, and the scene shows a person blowing a balloon, the balloon flying away, the person chasing the balloon, the balloon falling, and the person picking up the balloon again and blowing it. This is used to examine whether the child has abnormal joint attention. Children with autism have difficulty following the action of picking up and blowing the balloon again. Some interference is added to background 1, such as a car on the ground and an airplane flying in the sky. Children with good joint attention will follow the movement of the balloon with their eyes, and children with poor joint attention will be attracted by the car on the ground and the airplane in the sky, which can be used to examine whether the child has narrow interest and whether the child has abnormal perception.

[0132] In the segment of FIG. 23, background 1 is indoors, the scene is a birthday party, and the scene shows a person being burned by a candle, with an expression of being burned, and a pain scene superimposed. This scene requires the subject child to identify and focus on some expression changes of the person, which is also the recognition of emotion. At the same time, this can be used to observe whether the child can shift their gaze from the cake to the person, and to examine the ability of eye gaze switching. Some interference is added to background 1, such as cups, plates, and other round objects on the table, as well as the letters "happy birthday" in the background, which are easy to be focused on by children with autism, and can induce narrow interest.

[0133] In the segment of FIG. 24, background 1 is an outdoor soccer field, and the scene simulates a collision scene, in which a person is kicking a ball. In the first segment, the ball is kicked diagonally out of the screen without colliding with the subject, and the subject's behavior is observed, such as whether the subject will follow the ball and whether the subject will avoid or observe the person. In the second segment, the ball is kicked directly into the middle of the screen, and the subject's eye movement is observed to determine whether the subject has a quick avoidance behavior, and whether the subject has a fear avoidance abnormality.

[0134] In the segment of FIG. 25, background 1 is indoors, and the scene is a role action scene, in which a person instructs the child to pick up the bottom garbage and throw it into the garbage can, and the subject's joint attention to the finger pointing action is examined. Some interference is added to background 1, such as a garbage can and a clock, to examine the subject's prediction of throwing garbage. Children with autism will be more interested in the clock and the garbage can, and will be attracted to them, and will also stare at the clock and the garbage can according to the instruction, which can induce narrow interest.

[0135] In the segment of FIG. 26, background 1 is on the roadside outdoors, and the scene is a happy scene in an emotional cognition scene, in which a person is walking on the road, and the subject's ability to recognize the person's face and the subject's emotional cognition is observed. In background 1, other interference is added, such as a road sign and a moving car, and the narrow interest is examined.

[0136] In the fragment of Fig. 27, background 1 is indoors, and the scene is a memory cognitive scene. In the first fragment of the scene, a mouse beats a cat, and in the second fragment, the mouse runs into a pile of similar mice, and the cat looks for the mouse. Children with poor memory cognitive ability or memory impairment have difficulty finding the mouse that beat the cat. The fragment is used to test memory cognitive impairment.

[0137] In the fragment of Fig. 28, background 1 is indoors, and the scene is a scenario of pressing an elevator. The scenario is used to observe the narrow interest of autistic children. Autistic children will prefer to stare at the elevator buttons and the left signboard. The eyes of normal children are on the characters. In background 1, the number on the signboard is added as an interference to induce narrow interest.

[0138] In the fragment of Fig. 29, background 1 is indoors, and the scene is a character action scene. In the scene, a character arranges number cars. The joint attention of the subject is observed to follow the action of the character to switch. There is also a space cognitive scene to observe whether the subject has a part of the prediction function, such as whether the child can predict whether the character arranges the number cars in the order of 1234. If the number cars are arranged in the order of 1234, the child can observe whether the line of sight can follow the character to search for the number car to be arranged in time. There is also a cognitive aspect of observation.

[0139] In the fragment of Fig. 30, background 1 is indoors, and the scene is a character action scene. In the scene, a child is playing with toys. In background 1, the interference 12345 is added. Autistic children will prefer to stare at the numbers 12345 instead of following the hand action of the child to focus on the action of the child. The subject is observed for narrow interest.

[0140] In the fragment of Fig. 31, background 1 is in a train station, and the scene is the process of a train entering the station. Element 2 added in background 1 is a clock, a signboard, and a train entering the station. These are objects that autistic children like and show narrow interest.

[0141] In the fragment of Fig. 32, background 1 is indoors, and the scene is a character action scene. In the scene, a child is playing with toys. Autistic children will pay more attention to the toys. Normal children will quickly switch their attention from the character to the toys. Autistic children will pay more attention to the toys themselves. The fragment is used to test joint attention.

[0142] In the present application, different playing time sequences of videos can be formed by combining different segments described above, which are used to induce the behavioral responses of autism test. The videos formed by combination can also be provided with a guide segment, such as Fig. 33, which is provided with a lively picture scene as the first segment of the video. By setting a lively opening picture, the attention of the subject can be attracted so as to better complete the video test. Specifically, in an embodiment of the guide segment, the dynamic content 3 in the lively picture scene is a train carrying children and running. The content of the guide segment is not limited, as long as it can attract the attention of the subject children.

[0143] Since the child's head will sway left and right during the video watching process, the deviation of the head sway will be larger over time, resulting in a decrease in the accuracy of the eye tracker, which needs to be calibrated. The present application increases a calibration segment between different segments in the middle of the video, as shown in Fig. 34, which includes a positioning scene, and the dynamic content 3 in the positioning scene is a scene of a small rocket flying back and forth. By setting a small rocket in the video segment, the child's eyes will be subconsciously attracted to the small rocket, so as to stare at it, and at the same time, the calibration of the eye tracker can be completed through the algorithm.

[0144] The video of the present application can also be provided with an eye movement ability test segment, which is provided with an object smooth movement scene. The object smooth movement scene is used to examine whether the eye movement speed and smooth tracking are normal. The object smooth movement scene can be a horse running from far to near or a domino falling in turn, as shown in Figs. 35 and 36.

[0145] The above only discloses the preferred embodiments of the present application, which of course cannot limit the scope of the rights of the present application, so the equivalent changes made according to the claims of the present application still fall within the scope of the present application.

Claims

1. A video product for inducing autistic behaviors in children, characterized in that, The video comprises multiple segments, each with a different scene. Each scene includes a background, elements, and dynamic content. The elements are set on the background and are first objects. The dynamic content is set on the background. Each scene includes one or more of the following: character action scene, emotion recognition scene, spatial recognition scene, memory recognition scene, simulated collision scene, and character social interaction scene. The dynamic content in the character action scene includes action interactions between characters or between a character and a second object. These action interactions include one or more of the following: a character giving an instruction to another character or to a second object, or a character chasing a second object.

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

3. The video product for inducing autistic behaviors in children according to claim 2, characterized in that, The character's instruction 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 to another character or a certain second object with his eyes or body; (3) the character throws another character or throws a certain second object; (4) the character blows at the second object, and the second object flies around; (5) the character picks up the fallen second object and blows it at the second object.

4. The video product for inducing autistic behaviors in children according to any one of claims 1-3, characterized in that, The first object includes repeating a single object or an arrangement thereof.

5. The video product for inducing autistic behaviors in children according to any one of claims 1-3, characterized in that, The first object includes interfering objects, which include one or more of the following: numbers, letters, buttons, vehicles, signs, tracks, and circular objects.

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

7. The video product for inducing autistic behaviors in children according to claim 1, characterized in that, The 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.

8. The video product for inducing autistic behaviors in children according to claim 7, characterized in that, The dynamic content in the pain scene includes one or more actions such as a character being stabbed by a second object or being burned by a second object; the dynamic content in the conflict scene includes actions of characters fighting or arguing; the dynamic content in the happy scene includes actions of characters laughing; the dynamic content in the sad scene includes actions of characters crying; the dynamic content in the ostracism scene includes actions of characters disliking other characters; and the dynamic content in the funny scene includes actions of characters making funny faces.

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

10. The video product for inducing autistic behaviors in children according to claim 9, characterized in that, The memory cognition scenario incorporates a paradigm of visual predictive memory, which includes placing the same second object in different consecutive segments, with a similar object being placed in the later segment as a distractor, and the character finding the second object in the distractor of the later segment.

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

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

13. The video product for inducing autistic behaviors in children according to claim 1, characterized in that, The video also includes a guiding segment, which serves as the first segment of the video. The guiding segment features a lively scene; the dynamic content in the lively scene is a second object carrying a character moving along a trajectory.

14. The video product for inducing autistic behaviors in children according to claim 1, characterized in that, The video also includes calibration segments, which are placed between segments of different scenes; the calibration segments include positioning scenes, in which the dynamic content is a second object moving back and forth in a trajectory.

15. The video product for inducing autistic behaviors in children according to claim 14, characterized in that, The second object's reciprocating trajectory motion is like the rocket's back-and-forth flight.

16. The video product for inducing autistic behaviors in children according to claim 1, characterized in that, The video also includes an eye movement ability test segment, which includes a scene of smooth object movement; the dynamic content in the smooth object movement scene is a smooth movement of a second object's trajectory.

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

18. The application of a video product for inducing autistic behaviors in children as described in any one of claims 1-17 in autism screening, autism pathogenesis research, autism treatment, autism auxiliary diagnosis, autism quantitative analysis, and autism efficacy evaluation.

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