Specific impairment of face-processing abilities in children with autism spectrum disorder using the Let's Face It! skills battery / Julie M. WOLF in Autism Research, 1-6 (December 2008)  

Public ISBD [article]  inAutism Research > 1-6 (December 2008) . - p.329-340 Titre : Specific impairment of face-processing abilities in children with autism spectrum disorder using the Let's Face It! skills battery Type de document : Texte imprimé et/ou numérique Auteurs : Julie M. WOLF, Auteur ; Robert T. SCHULTZ, Auteur ; Jeffrey COCKBURN, Auteur ; Rebecca PHILLIPS, Auteur ; Martha D. KAISER, Auteur ; Carla BROWN, Auteur ; Lauren HERLIHY, Auteur ; James W. TANAKA, Auteur ; Cheryl KLAIMAN, Auteur ; Mikle SOUTH, Auteur ; James C. MCPARTLAND, Auteur Année de publication : 2008 Article en page(s) : p.329-340 Langues : Anglais (eng) Mots-clés : face-recognition object-recognition visual-perception assessment computer-based-assessment Index. décimale : PER Périodiques Résumé : Although it has been well established that individuals with autism exhibit difficulties in their face recognition abilities, it has been debated whether this deficit reflects a category-specific impairment of faces or a general perceptual bias toward the local-level information in a stimulus. In this study, the Let's Face It! Skills Battery [Tanaka & Schultz, 2008] of developmental face- and object-processing measures was administered to a large sample of children diagnosed with autism spectrum disorder (ASD) and typically developing children. The main finding was that when matched for age and IQ, individuals with ASD were selectively impaired in their ability to recognize faces across changes in orientation, expression and featural information. In a face discrimination task, ASD participants showed a preserved ability to discriminate featural and configural information in the mouth region of a face, but were compromised in their ability to discriminate featural and configural information in the eyes. On object-processing tasks, ASD participants demonstrated a normal ability to recognize automobiles across changes in orientation and a superior ability to discriminate featural and configural information in houses. These findings indicate that the face-processing deficits in ASD are not due to a local-processing bias, but reflect a category-specific impairment of faces characterized by a failure to form view-invariant face representations and discriminate information in the eye region of the face. En ligne : http://dx.doi.org/10.1002/aur.56 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=934 [article] Specific impairment of face-processing abilities in children with autism spectrum disorder using the Let's Face It! skills battery [Texte imprimé et/ou numérique] / Julie M. WOLF, Auteur ; Robert T. SCHULTZ, Auteur ; Jeffrey COCKBURN, Auteur ; Rebecca PHILLIPS, Auteur ; Martha D. KAISER, Auteur ; Carla BROWN, Auteur ; Lauren HERLIHY, Auteur ; James W. TANAKA, Auteur ; Cheryl KLAIMAN, Auteur ; Mikle SOUTH, Auteur ; James C. MCPARTLAND, Auteur . - 2008 . - p.329-340. Langues : Anglais (eng) in Autism Research > 1-6 (December 2008) . - p.329-340 Mots-clés : face-recognition object-recognition visual-perception assessment computer-based-assessment Index. décimale : PER Périodiques Résumé : Although it has been well established that individuals with autism exhibit difficulties in their face recognition abilities, it has been debated whether this deficit reflects a category-specific impairment of faces or a general perceptual bias toward the local-level information in a stimulus. In this study, the Let's Face It! Skills Battery [Tanaka & Schultz, 2008] of developmental face- and object-processing measures was administered to a large sample of children diagnosed with autism spectrum disorder (ASD) and typically developing children. The main finding was that when matched for age and IQ, individuals with ASD were selectively impaired in their ability to recognize faces across changes in orientation, expression and featural information. In a face discrimination task, ASD participants showed a preserved ability to discriminate featural and configural information in the mouth region of a face, but were compromised in their ability to discriminate featural and configural information in the eyes. On object-processing tasks, ASD participants demonstrated a normal ability to recognize automobiles across changes in orientation and a superior ability to discriminate featural and configural information in houses. These findings indicate that the face-processing deficits in ASD are not due to a local-processing bias, but reflect a category-specific impairment of faces characterized by a failure to form view-invariant face representations and discriminate information in the eye region of the face. En ligne : http://dx.doi.org/10.1002/aur.56 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=934

The perception and identification of facial emotions in individuals with autism spectrum disorders using the Let?s Face It! Emotion Skills Battery / James W. TANAKA in Journal of Child Psychology and Psychiatry, 53-12 (December 2012)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 53-12 (December 2012) . - p.1259-1267 Titre : The perception and identification of facial emotions in individuals with autism spectrum disorders using the Let?s Face It! Emotion Skills Battery Type de document : Texte imprimé et/ou numérique Auteurs : James W. TANAKA, Auteur ; Julie M. WOLF, Auteur ; Cheryl KLAIMAN, Auteur ; Kathleen KOENIG, Auteur ; Jeffrey COCKBURN, Auteur ; Lauren HERLIHY, Auteur ; Carla BROWN, Auteur ; Sherin S. STAHL, Auteur ; Mikle SOUTH, Auteur ; James C. MCPARTLAND, Auteur ; Martha D. KAISER, Auteur ; Robert T. SCHULTZ, Auteur Article en page(s) : p.1259-1267 Langues : Anglais (eng) Mots-clés : ASD  computer-based assessment  facial emotions  perceptual skills  social communication Index. décimale : PER Périodiques Résumé : Background: Although impaired social?emotional ability is a hallmark of autism spectrum disorder (ASD), the perceptual skills and mediating strategies contributing to the social deficits of autism are not well understood. A perceptual skill that is fundamental to effective social communication is the ability to accurately perceive and interpret facial emotions. To evaluate the expression processing of participants with ASD, we designed the Let?s Face It! Emotion Skills Battery (LFI! Battery), a computer-based assessment composed of three subscales measuring verbal and perceptual skills implicated in the recognition of facial emotions. Methods: We administered the LFI! Battery to groups of participants with ASD and typically developing control (TDC) participants that were matched for age and IQ. Results: On the Name Game labeling task, participants with ASD (N = 68) performed on par with TDC individuals (N = 66) in their ability to name the facial emotions of happy, sad, disgust and surprise and were only impaired in their ability to identify the angry expression. On the Matchmaker Expression task that measures the recognition of facial emotions across different facial identities, the ASD participants (N = 66) performed reliably worse than TDC participants (N = 67) on the emotions of happy, sad, disgust, frighten and angry. In the Parts?Wholes test of perceptual strategies of expression, the TDC participants (N = 67) displayed more holistic encoding for the eyes than the mouths in expressive faces whereas ASD participants (N = 66) exhibited the reverse pattern of holistic recognition for the mouth and analytic recognition of the eyes. Conclusion: In summary, findings from the LFI! Battery show that participants with ASD were able to label the basic facial emotions (with the exception of angry expression) on par with age- and IQ-matched TDC participants. However, participants with ASD were impaired in their ability to generalize facial emotions across different identities and showed a tendency to recognize the mouth feature holistically and the eyes as isolated parts. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02571.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=185 [article] The perception and identification of facial emotions in individuals with autism spectrum disorders using the Let?s Face It! Emotion Skills Battery [Texte imprimé et/ou numérique] / James W. TANAKA, Auteur ; Julie M. WOLF, Auteur ; Cheryl KLAIMAN, Auteur ; Kathleen KOENIG, Auteur ; Jeffrey COCKBURN, Auteur ; Lauren HERLIHY, Auteur ; Carla BROWN, Auteur ; Sherin S. STAHL, Auteur ; Mikle SOUTH, Auteur ; James C. MCPARTLAND, Auteur ; Martha D. KAISER, Auteur ; Robert T. SCHULTZ, Auteur . - p.1259-1267. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 53-12 (December 2012) . - p.1259-1267 Mots-clés : ASD  computer-based assessment  facial emotions  perceptual skills  social communication Index. décimale : PER Périodiques Résumé : Background: Although impaired social?emotional ability is a hallmark of autism spectrum disorder (ASD), the perceptual skills and mediating strategies contributing to the social deficits of autism are not well understood. A perceptual skill that is fundamental to effective social communication is the ability to accurately perceive and interpret facial emotions. To evaluate the expression processing of participants with ASD, we designed the Let?s Face It! Emotion Skills Battery (LFI! Battery), a computer-based assessment composed of three subscales measuring verbal and perceptual skills implicated in the recognition of facial emotions. Methods: We administered the LFI! Battery to groups of participants with ASD and typically developing control (TDC) participants that were matched for age and IQ. Results: On the Name Game labeling task, participants with ASD (N = 68) performed on par with TDC individuals (N = 66) in their ability to name the facial emotions of happy, sad, disgust and surprise and were only impaired in their ability to identify the angry expression. On the Matchmaker Expression task that measures the recognition of facial emotions across different facial identities, the ASD participants (N = 66) performed reliably worse than TDC participants (N = 67) on the emotions of happy, sad, disgust, frighten and angry. In the Parts?Wholes test of perceptual strategies of expression, the TDC participants (N = 67) displayed more holistic encoding for the eyes than the mouths in expressive faces whereas ASD participants (N = 66) exhibited the reverse pattern of holistic recognition for the mouth and analytic recognition of the eyes. Conclusion: In summary, findings from the LFI! Battery show that participants with ASD were able to label the basic facial emotions (with the exception of angry expression) on par with age- and IQ-matched TDC participants. However, participants with ASD were impaired in their ability to generalize facial emotions across different identities and showed a tendency to recognize the mouth feature holistically and the eyes as isolated parts. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02571.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=185

Using computerized games to teach face recognition skills to children with autism spectrum disorder: the Let’s Face It! program / James W. TANAKA in Journal of Child Psychology and Psychiatry, 51-8 (August 2010)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 51-8 (August 2010) . - p.944-952 Titre : Using computerized games to teach face recognition skills to children with autism spectrum disorder: the Let’s Face It! program Type de document : Texte imprimé et/ou numérique Auteurs : James W. TANAKA, Auteur ; Robert T. SCHULTZ, Auteur ; Jeffrey COCKBURN, Auteur ; Martha D. KAISER, Auteur ; Carla BROWN, Auteur ; Lauren HERLIHY, Auteur ; Julie M. WOLF, Auteur ; Cheryl KLAIMAN, Auteur ; Kathleen KOENIG, Auteur ; Sherin S. STAHL, Auteur Année de publication : 2010 Article en page(s) : p.944-952 Langues : Anglais (eng) Mots-clés : Face-recognition autism computer-based-intervention training perceptual-expertise Index. décimale : PER Périodiques Résumé : Background:  An emerging body of evidence indicates that relative to typically developing children, children with autism are selectively impaired in their ability to recognize facial identity. A critical question is whether face recognition skills can be enhanced through a direct training intervention. Methods:  In a randomized clinical trial, children diagnosed with autism spectrum disorder were pre-screened with a battery of subtests (the Let’s Face It! Skills battery) examining face and object processing abilities. Participants who were significantly impaired in their face processing abilities were assigned to either a treatment or a waitlist group. Children in the treatment group (N = 42) received 20 hours of face training with the Let’s Face It! (LFI!) computer-based intervention. The LFI! program is comprised of seven interactive computer games that target the specific face impairments associated with autism, including the recognition of identity across image changes in expression, viewpoint and features, analytic and holistic face processing strategies and attention to information in the eye region. Time 1 and Time 2 performance for the treatment and waitlist groups was assessed with the Let’s Face It! Skills battery. Results:  The main finding was that relative to the control group (N = 37), children in the face training group demonstrated reliable improvements in their analytic recognition of mouth features and holistic recognition of a face based on its eyes features. Conclusion:  These results indicate that a relatively short-term intervention program can produce measurable improvements in the face recognition skills of children with autism. As a treatment for face processing deficits, the Let’s Face It! program has advantages of being cost-free, adaptable to the specific learning needs of the individual child and suitable for home and school applications. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02258.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108 [article] Using computerized games to teach face recognition skills to children with autism spectrum disorder: the Let’s Face It! program [Texte imprimé et/ou numérique] / James W. TANAKA, Auteur ; Robert T. SCHULTZ, Auteur ; Jeffrey COCKBURN, Auteur ; Martha D. KAISER, Auteur ; Carla BROWN, Auteur ; Lauren HERLIHY, Auteur ; Julie M. WOLF, Auteur ; Cheryl KLAIMAN, Auteur ; Kathleen KOENIG, Auteur ; Sherin S. STAHL, Auteur . - 2010 . - p.944-952. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 51-8 (August 2010) . - p.944-952 Mots-clés : Face-recognition autism computer-based-intervention training perceptual-expertise Index. décimale : PER Périodiques Résumé : Background:  An emerging body of evidence indicates that relative to typically developing children, children with autism are selectively impaired in their ability to recognize facial identity. A critical question is whether face recognition skills can be enhanced through a direct training intervention. Methods:  In a randomized clinical trial, children diagnosed with autism spectrum disorder were pre-screened with a battery of subtests (the Let’s Face It! Skills battery) examining face and object processing abilities. Participants who were significantly impaired in their face processing abilities were assigned to either a treatment or a waitlist group. Children in the treatment group (N = 42) received 20 hours of face training with the Let’s Face It! (LFI!) computer-based intervention. The LFI! program is comprised of seven interactive computer games that target the specific face impairments associated with autism, including the recognition of identity across image changes in expression, viewpoint and features, analytic and holistic face processing strategies and attention to information in the eye region. Time 1 and Time 2 performance for the treatment and waitlist groups was assessed with the Let’s Face It! Skills battery. Results:  The main finding was that relative to the control group (N = 37), children in the face training group demonstrated reliable improvements in their analytic recognition of mouth features and holistic recognition of a face based on its eyes features. Conclusion:  These results indicate that a relatively short-term intervention program can produce measurable improvements in the face recognition skills of children with autism. As a treatment for face processing deficits, the Let’s Face It! program has advantages of being cost-free, adaptable to the specific learning needs of the individual child and suitable for home and school applications. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02258.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108

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