Eye Tracking and Assessment of Language Pragmatics in Children with Autism Spectrum Disorder

Digital technologies and electronic means can help children with autism spectrum disorders, but the impact of screen interaction on the specific development of language pragmatics, the most social part ot language is not explored thoroughly. Another question of interest is the way the child with autism perceives language pragmatics on the screen following different social situations, conversations and answering question regarding understanding and naming human emotions. The paper presents work in progress and is focused on exploring the usage of “eye tracking” devices and specialized learning content to assess the understanding and processing of linguistic pragmatics through which children in the age range of 3-6 practice the social aspects of language and respond to language learning through on-screen interaction.