Autism research

The early detection of autism is the subject under discussion amongst many scholars from different disciplines. Researchers use The Observer® XT research software to collect and analyze behavioral data. Videos can be collected using Viso (multi room recording) or Media Recorder.

Some are interested in repetitive behaviors in early development stages, while others look at how infants and toddlers interact with familiar and unfamiliar adults. Researchers observe test participants for several minutes while they perform a task or are confronted with changing circumstances. For instance, infants are presented with novel objects, toddlers are asked to finish different tasks, and young children are brought into contact with adults.

Research is often done in an observation lab, in order to observe subjects unobtrusively.  In a home environment, researchers can use Pocket Observer, scoring behavior on a handheld device. By observing behaviors of infants, toddlers, and older children, scholars get more insight into specific behaviors. With The Observer XT, it is easy to compare different observations. You can also use our portable lab which includes two video cameras, recording and analysis software, etc.

Free white paper

Download the free white paper to learn more:

  • Why observe behavior? Three examples: infant behavior, patterns in behavior, and classroom interaction.
  • How to observe behavior in a structured way: location, research software, pattern analysis software, and facial expression analysis.

Interesting publications

Diverse scientific articles citing Noldus products are published in renowned journals each week. The following list is only a small selection of scientific publications in autism research.

  • Corbett, B.A.; Dlain, S.D.; Loannou, S.; Balser, M. (2016). Changes in anxiety following a randomized control trial of a theatre-based intervention for youth with autism spectrum disorder. Autism, doi: 10.1177/136236131664362.
  • Corbett, B.A.; Swain, D.M.; Coke, C.; Simon, D.; Newsom, C.; Houchins-Juarez, N.; Jenson, A.; Wang, L.; Song. Y. (2013). Improvement in social deficits in autism spectrum disorders using a theatre-based, peer-mediated intervention. Autisme Research, doi: 10.1002/aur.1341
  • Dereu, M.; Roeyers, H.; Raymaekers, R.; Warreyn, P. (2012). Exploring individual trajectories of social communicative development in toddlers at risk for autism spectrum disorders. Research in Autism Spectrum Disorders, 6, 1038-1052.
  • Harrop, C.; McConachie, H.; Emsley, R.; Leadbitter, K.; Green, J. (2014). Restricted and Repetitive Behaviors in Autism Spectrum Disorders and Typical Development: Cross-Sectional and Longituadinal Comparisons. Journal of Autism and Developmental Disorders, 44, 1207-1219.
  • Hutman, T.; Chela, M.K.; Gillespie-Lynch, K.; Sigman, M. (2011). Selective visual attention at twelve months: signs of autism in early social interactions. Journal autism and developmental disorders, DOI 10.1007/s10803-011-1262-5.
  • Koterba, E.A.; Leezenbaum, N.B.; Iverson, J.M. (2012). Object exploration at 6 and 9 months in infants with and without risk for autism. Autism, doi: 10.1177/1362361312464826. 
  • Mason, R.; Kamps, D.; Turcotte, A.; Cox, S.; Feldmiller, S.; Miller, T. (2014). Peer mediation to increase communication and interaction at recess for students with autism spectrum disorders. Research in Autism Spectrum Disorders, 8, 334-344.
  • Meirsschaut, M.; Roeyers, H.; Warreyn, P. (2011). The social interactive behaviour of young children with autism spectrum disorder and their mothers. Autism, 15, 43-64.
  • Mosconi, M.W.; Reznick, J.S.; Mesibov, G.; Piven, J. (2009). The social orienting continuum and response scale (SOC-RS): a dimensional measure for preschool aged- children, Journal of autism and developmental disorders39, 242-250.
  • Mossman Steiner, A. (2011). A Strength-Based Approach to Parent Education for Children With Autism, Journal of Positive Behavior Interventions, DOI: 10.1177/1098300710384134.  
  • Parlade, M.V.; Iverson, J.M. (2015). The development of coordinated communication in infants at heightened tisk for autism spectrum disorder. Journal of Autism and Developmental Disorders, DOI:10.1007/s10803-015-2391-z.
  • Plumb, A.M.; Wetherby, A.M. (2013). Vocalization development in toddlers with autism spectrum disorder. Journal of Speech, Language, and Hearing Research, 56, 721-734.
  • Scherr, J.F.; Hogan, A.L.; Hatton, D.; Roberts, J.E. (2017). Stranger Fear and Early Risk for Social Anxiety in Preschoolers with Fragile X syndrome Contrasted to Autism Spectrum Disorder. Jounal of Autism and Developmental Disorders, DOI:10.1007/s10803-017-3059-7.
  • Stahmer, A.C.; Rieth, S.; Lee, E.; Reisinger, E.M.; Mandell, D.S.; Connell, J.E. (2014). Training teachers to use evidence-based practices for autism: examining procedural implementation fidelity. Psychology in the Schools, doi:10.1002/pits.21815.
  • Vernon, T.W. (2014). Fostering a Social Child with Autism: A Moment-By-Moment Sequential Analysis of an Early Social Engagement Intervention. Journal of Autism and Development Disorders, doi: 10.1007/s10803-014-2173-z.
  • Yoder, P. Watson, L.R.; Lambert, W. (2014). Value-Added Predictors of Expressive and Receptive Language Growth  in Initially Nonverbal Preschoolers with Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, DOI 10.1007/s10803-014-2286-4


Blog posts on autism research


Please read more about how The Observer XT can be used in Autism Research: