The Effectiveness of Interventions in Teaching Emotion Recognition to Children with Autism Spectrum Disorder

Kouo, Jennifer L.; Egel, Andrew L.

doi:10.1007/s40489-016-0081-1

Cited by 32 publications

(19 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Treatment plans for people living with autism and other brain disorders often include learning to recognize these facial configurations as emotional expressions (Baron-Cohen, Golan, Wheelwright, & Hill, 2004;Kouo & Egel, 2016). This training does not generalize well to realworld skills, however (Berggren et al, 2018;Kouo & Egel, 2016). • • "Reading" the emotions of a defendant-in the words of Supreme Court Justice Anthony Kennedy, to "know the heart and mind of the offender" (Riggins v. Nevada, 1992, p. 142)-is one pillar of a fair trial in the U.S. legal system and in many legal systems in the Western world.…”

mentioning

confidence: 99%

“…One of the most widely used tasks in autism research, the Reading the Mind in the Eyes Test, asks test takers to match photos of the upper (eye) region of a posed facial configuration with specific mental state words, including emotion words (Baron-Cohen, Wheelwright, Hill, Raste, & Plumb, 2001). Treatment plans for people living with autism and other brain disorders often include learning to recognize these facial configurations as emotional expressions (Baron-Cohen, Golan, Wheelwright, & Hill, 2004; Kouo & Egel, 2016). This training does not generalize well to real-world skills, however (Berggren et al, 2018; Kouo & Egel, 2016).…”

mentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

Emotional Expressions Reconsidered: Challenges to Inferring Emotion From Human Facial Movements

Barrett

Adolphs

Marsella

et al. 2019

Psychol Sci Public Interest

1,200

854

View full text Add to dashboard Cite

It is commonly assumed that a person’s emotional state can be readily inferred from his or her facial movements, typically called emotional expressions or facial expressions. This assumption influences legal judgments, policy decisions, national security protocols, and educational practices; guides the diagnosis and treatment of psychiatric illness, as well as the development of commercial applications; and pervades everyday social interactions as well as research in other scientific fields such as artificial intelligence, neuroscience, and computer vision. In this article, we survey examples of this widespread assumption, which we refer to as the common view, and we then examine the scientific evidence that tests this view, focusing on the six most popular emotion categories used by consumers of emotion research: anger, disgust, fear, happiness, sadness, and surprise. The available scientific evidence suggests that people do sometimes smile when happy, frown when sad, scowl when angry, and so on, as proposed by the common view, more than what would be expected by chance. Yet how people communicate anger, disgust, fear, happiness, sadness, and surprise varies substantially across cultures, situations, and even across people within a single situation. Furthermore, similar configurations of facial movements variably express instances of more than one emotion category. In fact, a given configuration of facial movements, such as a scowl, often communicates something other than an emotional state. Scientists agree that facial movements convey a range of information and are important for social communication, emotional or otherwise. But our review suggests an urgent need for research that examines how people actually move their faces to express emotions and other social information in the variety of contexts that make up everyday life, as well as careful study of the mechanisms by which people perceive instances of emotion in one another. We make specific research recommendations that will yield a more valid picture of how people move their faces to express emotions and how they infer emotional meaning from facial movements in situations of everyday life. This research is crucial to provide consumers of emotion research with the translational information they require.

show abstract

mentioning

confidence: 99%

mentioning

confidence: 99%

See 1 more Smart Citation

Emotional Expressions Reconsidered: Challenges to Inferring Emotion From Human Facial Movements

Barrett

Adolphs

Marsella

et al. 2019

Psychol Sci Public Interest

1,200

854

View full text Add to dashboard Cite

show abstract

“…Although the ER skills of children with ASC improve with age, like their TD peers, this overall ER deficit persists and calls for interventions [110, 111] which might narrow the developmental ER gap between children with ASC and their TD peers at the earliest possible stage.…”

Section: Discussionmentioning

confidence: 99%

Basic and complex emotion recognition in children with autism: cross-cultural findings

Fridenson-Hayo¹,

Berggren²,

Lassalle³

et al. 2016

Molecular Autism

127

View full text Add to dashboard Cite

BackgroundChildren with autism spectrum conditions (ASC) have emotion recognition deficits when tested in different expression modalities (face, voice, body). However, these findings usually focus on basic emotions, using one or two expression modalities. In addition, cultural similarities and differences in emotion recognition patterns in children with ASC have not been explored before. The current study examined the similarities and differences in the recognition of basic and complex emotions by children with ASC and typically developing (TD) controls across three cultures: Israel, Britain, and Sweden.MethodsFifty-five children with high-functioning ASC, aged 5–9, were compared to 58 TD children. On each site, groups were matched on age, sex, and IQ. Children were tested using four tasks, examining recognition of basic and complex emotions from voice recordings, videos of facial and bodily expressions, and emotional video scenarios including all modalities in context.ResultsCompared to their TD peers, children with ASC showed emotion recognition deficits in both basic and complex emotions on all three modalities and their integration in context. Complex emotions were harder to recognize, compared to basic emotions for the entire sample. Cross-cultural agreement was found for all major findings, with minor deviations on the face and body tasks.ConclusionsOur findings highlight the multimodal nature of ER deficits in ASC, which exist for basic as well as complex emotions and are relatively stable cross-culturally. Cross-cultural research has the potential to reveal both autism-specific universal deficits and the role that specific cultures play in the way empathy operates in different countries.

show abstract

“…Furthermore, programs addressing the prototypical emotion recognition and theory of mind difficulties displayed by children with ASD can also be found. One example is “Mind Reading”, a computerized intervention to increase children’s abilities to understand the emotions of other people and to engage in appropriate social behavior (LaCava et al 2010 ), which has shown promising results in children with ASD aged 6 years and older (Kouo and Egel 2016 ). In addition, programs are beginning to emerge that aim to improve the social motivation of children with ASD.…”

Section: Clinical and Research Implicationsmentioning

confidence: 99%

Selective Mutism and Its Relations to Social Anxiety Disorder and Autism Spectrum Disorder

Muris

Ollendick

2021

Clin Child Fam Psychol Rev

View full text Add to dashboard Cite

In current classification systems, selective mutism (SM) is included in the broad anxiety disorders category. Indeed, there is abundant evidence showing that anxiety, and social anxiety in particular, is a prominent feature of SM. In this article, we point out that autism spectrum problems in addition to anxiety problems are sometimes also implicated in SM. To build our case, we summarize evidence showing that SM, social anxiety disorder (SAD), and autism spectrum disorder (ASD) are allied clinical conditions and share communalities in the realm of social difficulties. Following this, we address the role of a prototypical class of ASD symptoms, restricted and repetitive behaviors and interests (RRBIs), which are hypothesized to play a special role in the preservation and exacerbation of social difficulties. We then substantiate our point that SM is sometimes more than an anxiety disorder by addressing its special link with ASD in more detail. Finally, we close by noting that the possible involvement of ASD in SM has a number of consequences for clinical practice with regard to its classification, assessment, and treatment of children with SM and highlight a number of directions for future research.

show abstract

The Effectiveness of Interventions in Teaching Emotion Recognition to Children with Autism Spectrum Disorder

Cited by 32 publications

References 31 publications

Emotional Expressions Reconsidered: Challenges to Inferring Emotion From Human Facial Movements

Emotional Expressions Reconsidered: Challenges to Inferring Emotion From Human Facial Movements

Basic and complex emotion recognition in children with autism: cross-cultural findings

Selective Mutism and Its Relations to Social Anxiety Disorder and Autism Spectrum Disorder

Contact Info

Product

Resources

About