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18-02-2021 | Original Article

Recognition of Emotions from Situational Contexts and the Impact of a Mind Reading Intervention in Children with Autism Spectrum Disorder

Auteurs: Denise Davidson, Elizabeth Hilvert, Adrien M. Winning, Michael Giordano

Gepubliceerd in: Child Psychiatry & Human Development | Uitgave 3/2022

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Abstract

The present research examined recognition of basic (happy, fear, sad) and self-conscious (pride, embarrassment, guilt) emotions from situational contexts in children with Autism Spectrum Disorder (ASD) and neurotypical children (Study 1). Results showed that children with ASD were less accurate in recognizing fear, embarrassment, and guilt situations than neurotypical children. Additionally, the research explored whether recognition of these emotions from situational contexts could be improved in children with ASD after a 4-week computerized emotion intervention (Study 2). Following the intervention, children showed better recognition of embarrassment and guilt, but no improvement in recognizing fear. In children with ASD, significant negative relations were found between ASD symptomatology and recognition of guilt (Study 1), although ASD symptomatology did not impact the intervention’s efficacy (Study 2). Additional explanations for these findings are provided.
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Metagegevens
Titel
Recognition of Emotions from Situational Contexts and the Impact of a Mind Reading Intervention in Children with Autism Spectrum Disorder
Auteurs
Denise Davidson
Elizabeth Hilvert
Adrien M. Winning
Michael Giordano
Publicatiedatum
18-02-2021
Uitgeverij
Springer US
Gepubliceerd in
Child Psychiatry & Human Development / Uitgave 3/2022
Print ISSN: 0009-398X
Elektronisch ISSN: 1573-3327
DOI
https://doi.org/10.1007/s10578-021-01139-0

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