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Assessing and Training Emotion Recognition: A Comprehensive Facial Expression Training Program for Children with ASD
Objectives: This presentation review preliminary outcomes from the studies of the comparison between children with and without ASD, as well as effects of training.
Methods: The current FEEP assessment consisted of five stimulus-response relations; (1) “facial expressions – facial expressions (identical),” (2) “facial expressions – facial expressions (categorical),” (3) “words – facial expressions,” (4) “affective prosodies – facial expressions,” (5) “descriptive images – facial expressions.” 13 children with ASD and 43 typically developing (TD) children, aged 3 to 10 years, participated in the series of group comparison studies. 7 children with ASD also participated in the series of intervention studies used single-subject designs on (3) “words – facial expressions,” (4) “affective prosodies – facial expressions,” and (5) “descriptive images – facial expressions.”
Results: Preliminary findings from assessments suggest there were no difference between children with ASD and TD in four stimulus-response relations (1) “facial expressions – facial expressions (identical),” (2) “facial expressions– facial expressions (categorical),” (3) “words – facial expressions,” (5) “descriptive images – facial expressions.” On the other hand, there was a difference between two groups in (4) “affective prosodies – facial expressions.” Results of the interventions showed that trained stimulus-response relations were established. The results of intervention for (3) “words – facial expressions” indicated symmetrical relation “facial expressions – words” emerged. The results of intervention for (4) “affective prosodies – facial expressions,” and (5) “descriptive images – facial expressions showed generalizability to untrained stimuli.
Conclusions: The current series of studies indicated the utility of the training program, FEEP, for both assessments and training emotion recognition in children with ASD. Although data collection is still ongoing, these findings extend past work by showing that children with ASD in Japan can be taught emotion recognition. Updates will be provided from the results of the ongoing iPad software use and a multi-site study.