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Brief Report: Teaching Situation-Based Emotions to Children with Autistic Spectrum Disorder / Louise MCHUGH in Journal of Autism and Developmental Disorders, 41-10 (October 2011)
[article]
Titre : Brief Report: Teaching Situation-Based Emotions to Children with Autistic Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Louise MCHUGH, Auteur ; Alina BOBARNAC, Auteur ; Phil REED, Auteur Année de publication : 2011 Article en page(s) : p.1423-1428 Langues : Anglais (eng) Mots-clés : Autistic spectrum disorders Tacting Situation based emotions Index. décimale : PER Périodiques Résumé : Many individuals with autism spectrum disorders (ASD) have difficulty recognizing emotions in themselves and others. Three children (all males) participated in the study. In a multi-element design children with ASD were trained to tact situation-based emotions (i.e., “happy”, “sad”, “angry”, and “afraid”) using novel video based scenarios. To increase the likelihood that each child would learn a generalized repertoire of emotion understanding, multiple exemplars of emotion identification were trained using a multi-component procedure. The results indicated significant increases in tacting situation-based emotions. To evaluate the generalization of training, novel video stories were employed that depicted the trained emotions. The findings indicated generalization of situation-based emotional tacting to the novel video stories. En ligne : http://dx.doi.org/10.1007/s10803-010-1152-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=143
in Journal of Autism and Developmental Disorders > 41-10 (October 2011) . - p.1423-1428[article] Brief Report: Teaching Situation-Based Emotions to Children with Autistic Spectrum Disorder [Texte imprimé et/ou numérique] / Louise MCHUGH, Auteur ; Alina BOBARNAC, Auteur ; Phil REED, Auteur . - 2011 . - p.1423-1428.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 41-10 (October 2011) . - p.1423-1428
Mots-clés : Autistic spectrum disorders Tacting Situation based emotions Index. décimale : PER Périodiques Résumé : Many individuals with autism spectrum disorders (ASD) have difficulty recognizing emotions in themselves and others. Three children (all males) participated in the study. In a multi-element design children with ASD were trained to tact situation-based emotions (i.e., “happy”, “sad”, “angry”, and “afraid”) using novel video based scenarios. To increase the likelihood that each child would learn a generalized repertoire of emotion understanding, multiple exemplars of emotion identification were trained using a multi-component procedure. The results indicated significant increases in tacting situation-based emotions. To evaluate the generalization of training, novel video stories were employed that depicted the trained emotions. The findings indicated generalization of situation-based emotional tacting to the novel video stories. En ligne : http://dx.doi.org/10.1007/s10803-010-1152-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=143 A teaching procedure to help children with autistic spectrum disorder to label emotions / Kevin CONALLEN in Research in Autism Spectrum Disorders, 23 (March 2016)
[article]
Titre : A teaching procedure to help children with autistic spectrum disorder to label emotions Type de document : Texte imprimé et/ou numérique Auteurs : Kevin CONALLEN, Auteur ; Phil REED, Auteur Article en page(s) : p.63-72 Langues : Anglais (eng) Mots-clés : Emotions Tacting Private events ASD Index. décimale : PER Périodiques Résumé : Abstract This study explored a teaching procedure designed to enable children with autistic spectrum disorder Autism Spectrum Disorder (ASD) to label (tact) the emotions of others. Ten children, aged between 6.1 and 9.6 years, were taught the relevant vocabulary to label a set of emotions (e.g., happy, sad, angry), to match these tacts to illustrated situations, to generalize these tacts to novel situations, and to tact their own emotions. At baseline, participants showed no ability to match emotion cards to situations in which those emotions would occur. Participants were taught to tact these emotions by first matching-to-sample the facial expressions of happy, sad and angry to illustrations of situations which reflected each emotion. This was followed by a tacting phase, during which participants were taught to match emotion cards to particular situation cards. In the first of two generalization probes, participants were able to tact happy, sad, or angry when shown untrained situation cards (probe 1), and could choose those things that made them happy, sad or angry from an additional set of untrained illustrations (probe 2), showing an improved understanding of their own emotions and those of other, than was found during baseline. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.11.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282
in Research in Autism Spectrum Disorders > 23 (March 2016) . - p.63-72[article] A teaching procedure to help children with autistic spectrum disorder to label emotions [Texte imprimé et/ou numérique] / Kevin CONALLEN, Auteur ; Phil REED, Auteur . - p.63-72.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 23 (March 2016) . - p.63-72
Mots-clés : Emotions Tacting Private events ASD Index. décimale : PER Périodiques Résumé : Abstract This study explored a teaching procedure designed to enable children with autistic spectrum disorder Autism Spectrum Disorder (ASD) to label (tact) the emotions of others. Ten children, aged between 6.1 and 9.6 years, were taught the relevant vocabulary to label a set of emotions (e.g., happy, sad, angry), to match these tacts to illustrated situations, to generalize these tacts to novel situations, and to tact their own emotions. At baseline, participants showed no ability to match emotion cards to situations in which those emotions would occur. Participants were taught to tact these emotions by first matching-to-sample the facial expressions of happy, sad and angry to illustrations of situations which reflected each emotion. This was followed by a tacting phase, during which participants were taught to match emotion cards to particular situation cards. In the first of two generalization probes, participants were able to tact happy, sad, or angry when shown untrained situation cards (probe 1), and could choose those things that made them happy, sad or angry from an additional set of untrained illustrations (probe 2), showing an improved understanding of their own emotions and those of other, than was found during baseline. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.11.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282