用3D动态分析提升自闭症儿童筛查准确率
3D Temporal Analysis for Autism Spectrum Disorder Screening During Attention Tasks

- 基于3D建模提取头部姿态与表情特征,避免2D方法偏差
- 3D头部特征达83.9%准确率,融合多模态超84%
- 适合教育机构、临床医生用于儿童自闭症早期客观筛查
学龄期儿童自闭症谱系障碍(ASD)的精准筛查对发现早期漏诊、及时干预社会、认知与学业发展至关重要。当前筛查依赖主观评估和二维分析方法,难以捕捉自闭症行为特有的空间位移模式。本研究提出一种基于DECA(详细表情捕捉与动画)框架的新型3D时空分析方法,从39名7-12岁受试者(19名ASD,20名典型发育TD)在虚拟现实持续注意任务中的视频数据中提取包含平移分量$T_x, T_y, T_z$的完整头部姿态参数及与姿态无关的面部表情特征。采用基于LSTM和GRU的时序分类器进行训练,结果显示:基于GRU的模型表现更优,3D头部姿态特征达到83.9%准确率,3D面部特征达81.4%,分别比2D基线方法高出10.7%和7.5%。进一步通过主成分分析(PCA)降维融合3D头部姿态与面部特征,实现最高84.6%准确率,优于单模态方法。该工作为学龄人群自闭症客观、自动化筛查工具奠定了基础。
原文摘要 · Abstract (English)
Accurate Autism Spectrum Disorder (ASD) screening for school-age children is crucial to identify cases that may have been missed earlier and to enable timely interventions supporting social, cognitive, and academic development. Current ASD screening relies on subjective assessments and 2D analysis methods that fail to capture spatial displacement patterns characteristic of ASD behaviors. In this study, a novel 3D temporal analysis framework is presented, built on top of DECA (Detailed Expression Capture and Animation), a 3D modeling framework, to extract comprehensive head pose parameters (including translational components $T_x, T_y, T_z$) and facial expressions independent of pose variations. LSTM and GRU-based temporal classifiers were trained on the extracted 3D features from video data collected from 39 participants (19 ASD, 20 TD) aged 7-12 years during Virtual Reality-Continuous Performance Test tasks. The GRU-based models demonstrated superior performance, with 3D head pose features achieving 83.9\% accuracy and 3D facial features reaching 81.4\% accuracy, outperforming 2D baseline approaches by 10.7\% and 7.5\%, respectively. Furthermore, multimodal fusion of 3D head pose and facial features with PCA-based dimensionality reduction achieved the highest accuracy of 84.6\%, outperforming unimodal approaches. This work establishes a foundation for objective, automated screening tools addressing current diagnostic limitations in ASD identification for school-age populations.
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