期刊
JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS
卷 45, 期 7, 页码 2176-2186出版社
SPRINGER/PLENUM PUBLISHERS
DOI: 10.1007/s10803-015-2380-2
关键词
Intervention; Computer-assisted instruction; Emotion recognition; Mentalizing; Social interactions
This study examined the extent to which a computer-based social skills intervention called FaceSay (TM) was associated with improvements in affect recognition, mentalizing, and social skills of school-aged children with Autism Spectrum Disorder (ASD). FaceSay (TM) offers students simulated practice with eye gaze, joint attention, and facial recognition skills. This randomized control trial included school-aged children meeting educational criteria for autism (N = 31). Results demonstrated that participants who received the intervention improved their affect recognition and mentalizing skills, as well as their social skills. These findings suggest that, by targeting face-processing skills, computer-based interventions may produce changes in broader cognitive and social-skills domains in a cost- and time-efficient manner.
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