A single case design evaluation of a software and tutor intervention addressing emotion recognition and social interaction in four boys with ASD / Paul G. LACAVA in Autism, 14-3 (May 2010)  

Public ISBD [article]  inAutism > 14-3 (May 2010) . - p.161-178 Titre : A single case design evaluation of a software and tutor intervention addressing emotion recognition and social interaction in four boys with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Paul G. LACAVA, Auteur ; Richard L. SIMPSON, Auteur ; Ana RANKIN, Auteur ; Emily MAHLIOS, Auteur ; Katie COOK, Auteur Année de publication : 2010 Article en page(s) : p.161-178 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Many students with Autism Spectrum Disorders (ASD) have delays learning to recognize emotions. Social behavior is also challenging, including initiating interactions, responding to others, developing peer relationships, and so forth. In this single case design study we investigated the relationship between use of computer software (Mind Reading: The Interactive Guide to Emotions) and emotion recognition (ER) and social behavior change. After using Mind Reading for 7 to 10 weeks with a tutor, four boys with ASD improved ER scores and social interactions with peers. However, observed behavior changes were not strong enough to claim a causal relationship between variables. Findings, practice implications, and future research are discussed. En ligne : http://dx.doi.org/10.1177/1362361310362085 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=107 [article] A single case design evaluation of a software and tutor intervention addressing emotion recognition and social interaction in four boys with ASD [Texte imprimé et/ou numérique] / Paul G. LACAVA, Auteur ; Richard L. SIMPSON, Auteur ; Ana RANKIN, Auteur ; Emily MAHLIOS, Auteur ; Katie COOK, Auteur . - 2010 . - p.161-178. Langues : Anglais (eng) in Autism > 14-3 (May 2010) . - p.161-178 Index. décimale : PER Périodiques Résumé : Many students with Autism Spectrum Disorders (ASD) have delays learning to recognize emotions. Social behavior is also challenging, including initiating interactions, responding to others, developing peer relationships, and so forth. In this single case design study we investigated the relationship between use of computer software (Mind Reading: The Interactive Guide to Emotions) and emotion recognition (ER) and social behavior change. After using Mind Reading for 7 to 10 weeks with a tutor, four boys with ASD improved ER scores and social interactions with peers. However, observed behavior changes were not strong enough to claim a causal relationship between variables. Findings, practice implications, and future research are discussed. En ligne : http://dx.doi.org/10.1177/1362361310362085 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=107

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