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01-03-2010 | Original paper | Uitgave 3/2010

Enhancing Emotion Recognition in Children with Autism Spectrum Conditions: An Intervention Using Animated Vehicles with Real Emotional Faces

Tijdschrift:: Journal of Autism and Developmental Disorders > Uitgave 3/2010

Auteurs:: Ofer Golan, Emma Ashwin, Yael Granader, Suzy McClintock, Kate Day, Victoria Leggett, Simon Baron-Cohen

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Belangrijke opmerkingen

This work was conducted in association with the NIHR CLAHRC and the NHS Foundation Trust for Cambridgeshire and Peterborough.

This work was presented at the Royal Society, London, in January 2007, and at the International Meeting for Autism Research, Seattle, May 2007. The Transporters series was nominated for a BAFTA in the Children’s Awards Category, November 2007.

Abstract

This study evaluated The Transporters, an animated series designed to enhance emotion comprehension in children with autism spectrum conditions (ASC). n = 20 children with ASC (aged 4–7) watched The Transporters everyday for 4 weeks. Participants were tested before and after intervention on emotional vocabulary and emotion recognition at three levels of generalization. Two matched control groups of children (ASC group, n = 18 and typically developing group, n = 18) were also assessed twice without any intervention. The intervention group improved significantly more than the clinical control group on all task levels, performing comparably to typical controls at Time 2. We conclude that using The Transporters significantly improves emotion recognition in children with ASC. Future research should evaluate the series’ effectiveness with lower-functioning individuals.

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Titel: Enhancing Emotion Recognition in Children with Autism Spectrum Conditions: An Intervention Using Animated Vehicles with Real Emotional Faces
Auteurs:: Ofer Golan
Emma Ashwin
Yael Granader
Suzy McClintock
Kate Day
Victoria Leggett
Simon Baron-Cohen
Publicatiedatum: 01-03-2010
DOI: https://doi.org/10.1007/s10803-009-0862-9
Uitgeverij: Springer US
Tijdschrift: Journal of Autism and Developmental Disorders
Uitgave 3/2010
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432

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