Transdiagnostic Predictors of Impaired Recognition of Facial Emotion Expression in Adults with Autism Spectrum Disorder and Intellectual Disability

Jodra, Marina; García-Villamisar, Domingo

doi:10.1080/87565641.2021.1914045

Cited by 2 publications

(2 citation statements)

References 72 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Within the social-emotional area we can talk about expression, perception, comprehension and response to simple and complex emotions. There is a significant number of studies that defend the existence of a deficit in people with autism in the recognition and understanding of emotions, after comparing them with control groups [12,14,15]. Some studies delimit the deficit in the recognition of specific emotions such as fear, sadness or "negative" emotions, showing in general lines less attention towards them [16].…”

Section: What Do We Know About Emotional Perception In People With Asd?mentioning

confidence: 99%

“…The few longitudinal studies about the progress of emotional competence in people with ASD speak of the influence of IQ on this development [10]. Social context, chronological age, or symptom severity, also has a strong influence on emotional competence [11,12] but most research studies emotional recognition in isolated laboratory situations. There is debate about whether these assessments possess predictive ability over spontaneous behaviors in natural conditions [13].…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Educational Intervention in Social-Emotional Competence in Students with Autism Spectrum Disorders (ASD)

Jodra¹

2022

Learning Disabilities - Neurobiology, Assessment, Clinical Features and Treatments

Self Cite

View full text Add to dashboard Cite

The core symptoms of Autism Spectrum Disorders (ASD) consist in the presence of difficulties in social communication, flexibility and imagination, in addition to presenting comorbidity with other psychiatric disorders and medical pathologies. This characteristic symptomatology of autism has repercussions on learning environments, which must adapt to them and become inclusive and pleasant environments. This chapter analyzes the social–emotional symptoms of ASD, their direct repercussions on the learning style of these students and their influence on educational environments. Regarding social communication, the socioemotional style and communication characteristics are analyzed in order to understand the need of specific programs for socioemotional development and specific training for professionals. From this perspective, the need to structure environments and activities, reduce and adjust the number and intensity of stimuli or implement emotional stimulation activities, among others, is explained.

show abstract

Section: What Do We Know About Emotional Perception In People With Asd?mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Educational Intervention in Social-Emotional Competence in Students with Autism Spectrum Disorders (ASD)

Jodra¹

2022

Learning Disabilities - Neurobiology, Assessment, Clinical Features and Treatments

Self Cite

View full text Add to dashboard Cite

show abstract

Investigating the Self-Perception of Social, Emotional, and Academic Inclusion of Students with and without Special Educational Needs through Photovoice

2023

View full text Add to dashboard Cite

Several studies have investigated the perceptions of inclusion by students with special educational needs (SEN) and without SEN, most of them quantitatively. This research aims to expand the understanding of the perceived inclusion of students through qualitative interviews by examining how emotions, social relationships, and academic concepts matter. Therefore, the photovoice method was used for data collection, followed by semi-structured interviews, which were analyzed according to Mayring’s Qualitative Content Analysis. Regarding social integration in the classroom, the results of the interviews with six students with SEN and three students without SEN show mainly positive experiences with their classmates and attach great importance to school spaces (e.g., the schoolyard) that are used for interaction and communication among each other. In terms of the teacher–student relationship, it becomes apparent that the students place particular value on the support and help of the teachers in everyday school life as well as in private matters. Some students’ statements indicate that the self-perception of their academic self-concept differs in various school subjects. A contrast of perception between the students with and without SEN was not detected. Concerning emotional inclusion, the students primarily expressed statements related to emotion regulation and individual adaption strategies.

show abstract

Transdiagnostic Predictors of Impaired Recognition of Facial Emotion Expression in Adults with Autism Spectrum Disorder and Intellectual Disability

Cited by 2 publications

References 72 publications

Educational Intervention in Social-Emotional Competence in Students with Autism Spectrum Disorders (ASD)

Educational Intervention in Social-Emotional Competence in Students with Autism Spectrum Disorders (ASD)

Investigating the Self-Perception of Social, Emotional, and Academic Inclusion of Students with and without Special Educational Needs through Photovoice

Contact Info

Product

Resources

About