TASD-Dataset: Text-based Early Autism Spectrum Disorder Detection Dataset for Toddlers
Description
The TASD-Dataset, created for early ASD detection in toddlers, comprises text sequences describing the situations of toddlers with and without ASD.It contains important ASD assessment features such as Attention Response, Word Repetition, Emotional Empathy, and more, each associated with specific toddler behaviors. These discussions reveal in-depth parental observations, shedding light on how these behaviors are understood and expressed, aiding in the identification of important ASD-related signals. Emphasizing these specific features, the dataset supports the creation of machine learning models, enabling thorough investigation of behavioral indicators essential for identifying ASD risk in early childhood. Attention Response: Refers to a child's reaction or response to external stimuli, such as sounds, movements, or instructions. In ASD assessment, variations in attention response may indicate differences in sensory processing or responsiveness. Change Reaction: Explores how a child adjusts to changes in their environment or routine. Children with ASD may show resistance or struggle to adapt to changes, resulting in visible reactions. Word Repetition: Involves the repetition of words or phrases, often without contextual relevance. It can be a linguistic pattern observed in children with ASD, showcasing repetitive speech or echolalia. Eye Contact: Indicates the ability or frequency with which a child makes eye contact during social interactions. Limited or atypical eye contact is a common trait observed in ASD, affecting social communication. Emotional Empathy: Focuses on a child's capacity to understand and respond to others' emotions. Difficulties in emotional empathy might manifest as challenges in recognizing or responding appropriately to others' feelings. Finger Movements: Observes any repetitive or stereotyped finger movements or hand gestures. These movements might manifest as repetitive actions or mannerisms, often seen in children with ASD. Focused Attention: Refers to a child's ability to concentrate on a specific task or activity for an extended period. Children with ASD might display challenges in maintaining focused attention on tasks of interest or importance. Follow Pointing: Assesses a child's ability to follow another person's pointing gesture to focus on or locate an object or event. Difficulty in following pointing gestures might indicate social communication challenges. Repetitive Behavior: Encompasses a range of repetitive actions, behaviors, or interests that are persistent and often resist change. These behaviors might include repetitive movements, insistence on sameness, or rigid adherence to routines. Toy Arranging: Involves a child's inclination or patterns in arranging toys or objects in a specific or repetitive manner. This behavior might relate to a preference for order or specific patterns often seen in ASD.