Efficacy of a Facial Emotion Training Program for Children and Adolescents with Autism Spectrum Disorders

Russo‐Ponsaran, Nicole M.; Evans-Smith, Bernadette; Johnson, Jason K.; Russo, Jaclyn; McKown, Clark

doi:10.1007/s10919-015-0217-5

Cited by 36 publications

(42 citation statements)

References 43 publications

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“…Researchers (Russo-Ponsaran, Evans-Smith, Johnson, Russo, & McKown, 2016) reported an interesting study of 25 children with ASD conducted over a period of 4-6 weeks using training for emotion recognition. The results showed that the facial emotion training program enabled children and adolescents with ASD to identify feelings in facial expressions more accurately and quickly with stimuli from both the training tool and generalization measures (Russo-Ponsaran et al, 2016). They also demonstrated improved self-expression of facial emotion (Russo-Ponsaran et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…The results showed that the facial emotion training program enabled children and adolescents with ASD to identify feelings in facial expressions more accurately and quickly with stimuli from both the training tool and generalization measures (Russo-Ponsaran et al, 2016). They also demonstrated improved self-expression of facial emotion (Russo-Ponsaran et al, 2016). A tool know as the Social Stories™ is used to develop relationship skills and social understanding.…”

Section: Introductionmentioning

confidence: 99%

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Affect Recognition in Autism: A single case study on integrating a humanoid robot in a standard therapy

Conti

Trubia

Buono

et al. 2019

Qwerty

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Autism Spectrum Disorder (ASD) is a multifaceted developmental disorder that comprises a mixture of social impairments, with deficits in many areas including the theory of mind, imitation, and communication. Moreover, people with autism have difficulty in recognising and understanding emotional expressions. We are currently working on integrating a humanoid robot within the standard clinical treatment offered to children with ASD to support the therapists. In this article, using the A-B-A' single case design, we propose a robot-assisted affect recognition training and to present the results on the child's progress during the five months of clinical experimentation. In the investigation, we tested the generalization of learning and the long-term maintenance of new skills via the NEPSY-II affection recognition sub-test. The results of this single case study pilot suggest the feasibility and effectiveness of using a humanoid robot to assist with emotion recognition training in children with ASD.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Affect Recognition in Autism: A single case study on integrating a humanoid robot in a standard therapy

Conti

Trubia

Buono

et al. 2019

Qwerty

View full text Add to dashboard Cite

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“…Of the ten interventions that targeted emotion recognition, four reported positive outcomes (Lacava et al 2007;Russo-Ponsaran et al 2016;Stichter et al 2010;Solomon et al 2004). Participants in these four studies demonstrated significant improvements in emotion recognition from preto post-treatment, with an average medium effect size, and significant improvement relative to waitlist conditions, with large effect sizes.…”

Section: Interventions With Individuals With Autism Spectrum Disordermentioning

confidence: 98%

“…The largest group of articles (13) identified in this review involved samples of youth with autism-spectrum disorder (40.6%). The majority (69.2%) of the studies with samples of individuals diagnosed with autism-spectrum disorder involved an intervention that targeted emotion recognition skills (Baghdadli et al 2013;Corbett et al 2011;Dadds et al 2014;Lacava et al 2007;Lerner et al 2011;Russo-Ponsaran et al 2016;Stichter et al 2010;Solomon et al 2004;Soorya et al 2015), whereas 23.1% involved an intervention that targeted perspective-taking skills (Bauminger 2007;Begeer et al 2011;Dodd et al 2011). One study involved an intervention that targeted both skills (Silver and Oakes 2001).…”

Section: Interventions With Individuals With Autism Spectrum Disordermentioning

confidence: 99%

“…The majority of studies (70%) included emotion recognition as a component of a larger social skills training package (Baghdadli et al 2013;Corbett et al 2011;Dadds et al 2014;Lerner et al 2011;Stichter et al 2010;Soorya et al 2015;Solomon et al 2004). Three specifically focused on emotion recognition or emotional understanding (Lacava et al 2007;Russo-Ponsaran et al 2016;Silver and Oakes 2001). A description of intervention characteristics across studies is presented in Table 2.…”

Section: Interventions With Individuals With Autism Spectrum Disordermentioning

confidence: 99%

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Interventions for Improving Affective Abilities in Adolescents: An Integrative Review Across Community and Clinical Samples of Adolescents

2016

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A large body of literature suggests that adolescents with callous-unemotional traits have significant affective impairments, yet few evidence-based interventions exist for this population. The current article reviews the literature on interventions that target emotion recognition and/or perspective-taking abilities among adolescents to identify common processes and features that might help inform further development of treatment strategies for youth with callous-unemotional traits. Thirty-two articles were included and involved samples of typically-developing youth, youth with autism spectrum disorder, youth with antisocial behavior/conduct problems, and youth with disabilities. Overall, interventions for emotion recognition and perspective-taking for adolescents appear promising. Integrating across populations, commonalities among interventions associated with positive outcomes were identified. Recommendations for informing treatment for youth with callous-unemotional traits are discussed.

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A systematic review and meta‐regression analysis of social functioning correlates in autism and typical development

2018

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Differences in social functioning are a hallmark feature of autism spectrum disorder (ASD), and much research has been devoted to locating cognitive and developmental explanations for this domain. To sort through this literature, we conducted a systematic review and meta‐analysis that quantifies the extent to which several of these candidate constructs are associated with social functioning. We gathered 881 effect sizes calculated from 133 unique participant samples, and synthesized Pearson's r correlations between social functioning and three cognitive constructs; (a) theory of mind (ToM), (b) executive function, and (c) central coherence, and five developmental constructs: (d) initiating joint attention, (e) responding to joint attention, (f) imitation, (g) pretend play, and (h) visual fixation to social stimuli. We synthesized effect sizes using robust variance estimation for each putative correlate, for populations with ASD and typical development (TD) separately. We also conducted a series of meta‐regressions to determine if sample and study features moderated effect sizes. We found that, in the ASD group, effect size estimates were significant and small (<0.30) for ToM, executive function, and initiating joint attention. Effect size estimates were significant and moderate (0.30 < r < 0.50) for imitation and response to joint attention. In the TD group, effect size estimates for ToM, executive function, and initiating joint attention were significant and small. In a meta‐regression collapsed across correlates, we found that effect sizes were significantly larger in the ASD group (P < 0.05) and decreased as mental age increased (P < 0.001). Autism Res 2019, 12: 152–175 © 2018 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary In this meta‐analysis, we found that correlations between social functioning and several constructs used to explain the developmental or cognitive origins of social functioning were quite low. This could mean that researchers will need to develop new theories about social functioning in ASD.

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Efficacy of a Facial Emotion Training Program for Children and Adolescents with Autism Spectrum Disorders

Cited by 36 publications

References 43 publications

Affect Recognition in Autism: A single case study on integrating a humanoid robot in a standard therapy

Affect Recognition in Autism: A single case study on integrating a humanoid robot in a standard therapy

Interventions for Improving Affective Abilities in Adolescents: An Integrative Review Across Community and Clinical Samples of Adolescents

A systematic review and meta‐regression analysis of social functioning correlates in autism and typical development

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