Teaching Children with Autism to Recognize Faces

Xu, Buyun; Tanaka, James W.

doi:10.1007/978-1-4614-4788-7_56

Cited by 8 publications

(6 citation statements)

References 57 publications

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“…Studies utilizing multiple paradigms, including pictures of faces, eyes, social scenes, and animated objects, in addition to voices of varying intonation and pitch, indicate that individuals with ASD have difficulties interpreting more complex emotions and mental states compared to their typically developing peers (Amenta et al 2014;Daou et al 2014;Shic et al 2011;Xu and Tanaka 2014). Neuroanatomical observations have shown that areas of the brain that are critical for engaging in social cognition (i.e., thinking about others' thoughts, feelings, and intentions) are also implicated in perceiving and interpreting nonverbal social signals such as facial expressions, social gestures, and eye gaze (Hadjikhani et al 2006;Schultz et al 2003;Zilbovicius et al 2013).…”

Section: Introductionmentioning

confidence: 99%

Computer-Assisted Face Processing Instruction Improves Emotion Recognition, Mentalizing, and Social Skills in Students with ASD

Rice

Wall

Fogel

et al. 2015

J Autism Dev Disord

108

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This study examined the extent to which a computer-based social skills intervention called FaceSay was associated with improvements in affect recognition, mentalizing, and social skills of school-aged children with Autism Spectrum Disorder (ASD). FaceSay offers students simulated practice with eye gaze, joint attention, and facial recognition skills. This randomized control trial included school-aged children meeting educational criteria for autism (N = 31). Results demonstrated that participants who received the intervention improved their affect recognition and mentalizing skills, as well as their social skills. These findings suggest that, by targeting face-processing skills, computer-based interventions may produce changes in broader cognitive and social-skills domains in a cost- and time-efficient manner.

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Section: Introductionmentioning

confidence: 99%

Computer-Assisted Face Processing Instruction Improves Emotion Recognition, Mentalizing, and Social Skills in Students with ASD

Rice

Wall

Fogel

et al. 2015

J Autism Dev Disord

108

View full text Add to dashboard Cite

show abstract

“…(LFI!) software, have been shown effective in training face recognition skills in children with autism (Xu and Tanaka, 2014). Further, facial recognition platforms for mobile phones are developed to assist people with autism in understanding the emotions of the people around them (Cho et al , 2009).…”

Section: Face-to-face Vs Virtual Networkingmentioning

confidence: 99%

Social and Emotional Learning in the age of virtual play: technology, empathy, and learning

Walker

Weidenbenner²

2019

JRIT

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Purpose Empathy is part of what makes us human and humane, and it has become a core component of the Social Awareness competency of Social and Emotional Learning (SEL) (CASEL, 2019). SEL fosters the understanding of others’ emotions, is the basis of Theory of Mind skills and frames the development of empathy. The purpose of this paper is to trace the links between empathy development and social and emotional learning when using real versus virtual environments. Empathy is a uniquely human emotion facilitated by abstract thinking and language. Virtual play is a teaching tool for acquiring prosocial behaviors. And finally, human-mediated (traditional and virtual) play is most favorable for SEL growth. Recognition of emotions such as empathy and other socio-communication skills have been taught to children with Autism Spectrum Disorders (ASD). Therefore, technology can be a venue for acquiring empathy. Design/methodology/approach This paper uses a qualitative interpretive methodology to advocate for the use of technology with human mediation to teach Social and Emotional Learning skills, based on the premise that cognitive and social-emotional development occurs synergistically and mediated by speech and interaction with the environment. Findings Technology is best seen as an instrument of assessing and teaching socio-emotional skills, but not as the only means to an end, because what makes us human can only be taught within an ecology of human interaction in real-life situations. Originality/value This paper reviews previous research works (both empirical and theoretical) that bring to light the connection between socio-emotional development, specifically empathy development, and virtual environments.

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“…Com base na Tabela 1, observa-se que quatorze dos vinte e um trabalhos foram desenvolvidos na plataforma Desktop, porém este padrão está sendo mudado ao longo dos anos. Devidoà popularização de novos dispositivos, como tablets eóculos de realidade virtual, novas ferramentas vêm se tornando disponíveis para auxiliar autistas no treinamento de expressões faciais [Xu and Tanaka 2014]. Visualiza-se uma mudança semelhante do ponto de vista da interação com o usuário, sendo que cada vez mais interfaces multimodais são utilizadas ao invés dos tradicionais mouses e teclados.…”

Section: Tecnologia E Interatividadeunclassified

Ferramentas de computação visual para apoio ao treinamento de expressões faciais por autistas: uma revisão de literatura

Pradi¹,

Silva²,

Bellon³

et al. 2016

Anais Do XLIII Seminário Integrado De Software E Hardware (SEMISH 2016)

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Os avanços nas pesquisas e aplicações de computação visual em ciências da saúde se tornaram importantes aliados na resolução de problemas enfrentados por indivíduos com Transtorno do Espectro Autista (TEA). Esta população apresenta limitações em reconhecer e expressar emoções através da face, o que torna suas relações sociais menos adaptativas e funcionais. Este artigo apresenta uma análise de trabalhos que utilizam recursos de computação visual para apoiar o incremento da capacidade de reconhecimento de emoções expressas pela face. A partir deste estudo, levanta-se questões e indica-se direções futuras para o desenvolvimento de novas ferramentas para treinar o reconhecimento e a produção de expressões faciais em crianças com autismo.

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Teaching Children with Autism to Recognize Faces

Cited by 8 publications

References 57 publications

Computer-Assisted Face Processing Instruction Improves Emotion Recognition, Mentalizing, and Social Skills in Students with ASD

Computer-Assisted Face Processing Instruction Improves Emotion Recognition, Mentalizing, and Social Skills in Students with ASD

Social and Emotional Learning in the age of virtual play: technology, empathy, and learning

Ferramentas de computação visual para apoio ao treinamento de expressões faciais por autistas: uma revisão de literatura

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