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Facial emotion training as an intervention in autism spectrum disorder: A meta-analysis of randomized controlled trials / Q. ZHANG in Autism Research, 14-10 (October 2021)
[article]
Titre : Facial emotion training as an intervention in autism spectrum disorder: A meta-analysis of randomized controlled trials Type de document : Texte imprimé et/ou numérique Auteurs : Q. ZHANG, Auteur ; R. WU, Auteur ; S. ZHU, Auteur ; J. LE, Auteur ; Y. CHEN, Auteur ; C. LAN, Auteur ; S. YAO, Auteur ; W. ZHAO, Auteur ; K. M. KENDRICK, Auteur Article en page(s) : p.2169-2182 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy Emotions Facial Recognition Humans Randomized Controlled Trials as Topic Social Skills autism spectrum disorder emotion expression emotion recognition emotion understanding facial emotion training meta-analysis social skills Index. décimale : PER Périodiques Résumé : A large number of computer-based training programs have been developed as an intervention to help individuals with autism spectrum disorders (ASD) improve their facial emotion recognition ability, as well as social skills. However, it is unclear to what extent these facial emotion training programs can produce beneficial, long-lasting, and generalizable results. Using standard meta-analytic techniques, we investigated the effects of facial emotion training including generalization and maintenance restricted to randomized control trial studies comprising a total of 595 individuals with ASD. Our findings revealed that the intervention resulted in a robust improvement in emotion recognition for individuals receiving training compared with controls. However, while there was also some evidence for generalization of training effects, the small number of studies which conducted follow-ups and assessed social skills reported that improvements were not maintained and there was no evidence for general improvement in social skills. Overall, the analysis revealed a medium effect size in training improvement indicating that facial emotion training may be an effective method for enhancing emotion recognition skills in ASD although more studies are required to assess maintenance of effects and possible general improvements in social skills. LAY SUMMARY: Facial emotion training as an intervention may be a potential way to help improve emotion recognition in autism spectrum disorder (ASD), however robust empirical support for its efficacy has not been sufficiently established. Here, we conducted a meta-analysis of previous studies to summarize the effects of facial emotion training on ASD. Our results show that the training produces a robust improvement in subsequent emotion recognition, while maintenance and generalization effects still need further investigation. To date, no experimentally verified improvements in social skills have been reported. En ligne : http://dx.doi.org/10.1002/aur.2565 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450
in Autism Research > 14-10 (October 2021) . - p.2169-2182[article] Facial emotion training as an intervention in autism spectrum disorder: A meta-analysis of randomized controlled trials [Texte imprimé et/ou numérique] / Q. ZHANG, Auteur ; R. WU, Auteur ; S. ZHU, Auteur ; J. LE, Auteur ; Y. CHEN, Auteur ; C. LAN, Auteur ; S. YAO, Auteur ; W. ZHAO, Auteur ; K. M. KENDRICK, Auteur . - p.2169-2182.
Langues : Anglais (eng)
in Autism Research > 14-10 (October 2021) . - p.2169-2182
Mots-clés : Autism Spectrum Disorder/therapy Emotions Facial Recognition Humans Randomized Controlled Trials as Topic Social Skills autism spectrum disorder emotion expression emotion recognition emotion understanding facial emotion training meta-analysis social skills Index. décimale : PER Périodiques Résumé : A large number of computer-based training programs have been developed as an intervention to help individuals with autism spectrum disorders (ASD) improve their facial emotion recognition ability, as well as social skills. However, it is unclear to what extent these facial emotion training programs can produce beneficial, long-lasting, and generalizable results. Using standard meta-analytic techniques, we investigated the effects of facial emotion training including generalization and maintenance restricted to randomized control trial studies comprising a total of 595 individuals with ASD. Our findings revealed that the intervention resulted in a robust improvement in emotion recognition for individuals receiving training compared with controls. However, while there was also some evidence for generalization of training effects, the small number of studies which conducted follow-ups and assessed social skills reported that improvements were not maintained and there was no evidence for general improvement in social skills. Overall, the analysis revealed a medium effect size in training improvement indicating that facial emotion training may be an effective method for enhancing emotion recognition skills in ASD although more studies are required to assess maintenance of effects and possible general improvements in social skills. LAY SUMMARY: Facial emotion training as an intervention may be a potential way to help improve emotion recognition in autism spectrum disorder (ASD), however robust empirical support for its efficacy has not been sufficiently established. Here, we conducted a meta-analysis of previous studies to summarize the effects of facial emotion training on ASD. Our results show that the training produces a robust improvement in subsequent emotion recognition, while maintenance and generalization effects still need further investigation. To date, no experimentally verified improvements in social skills have been reported. En ligne : http://dx.doi.org/10.1002/aur.2565 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450 Judgments of Nonverbal Behaviour by Children with High-Functioning Autism Spectrum Disorder: Can they Detect Signs of Winning and Losing from Brief Video Clips? / Christian RYAN in Journal of Autism and Developmental Disorders, 46-9 (September 2016)
[article]
Titre : Judgments of Nonverbal Behaviour by Children with High-Functioning Autism Spectrum Disorder: Can they Detect Signs of Winning and Losing from Brief Video Clips? Type de document : Texte imprimé et/ou numérique Auteurs : Christian RYAN, Auteur ; Philip FURLEY, Auteur ; Kathleen MULHALL, Auteur Article en page(s) : p.2916-2923 Langues : Anglais (eng) Mots-clés : Sport Emotion expression Nonverbal behavior Thin slices Autism Social rank Index. décimale : PER Périodiques Résumé : Typically developing children are able to judge who is winning or losing from very short clips of video footage of behaviour between active match play across a number of sports. Inferences from “thin slices” (short video clips) allow participants to make complex judgments about the meaning of posture, gesture and body language. This study extends the use of the thin slice research paradigm to children with high-functioning autism spectrum disorder (ASD). We tested 38 children with ASD, in two age groups: 15 participants aged 5–8 years and 23 participants aged 9–13 years. We found that the children with ASD had a rate of accuracy similar to that of typically developing peers tested in a previous study. En ligne : http://dx.doi.org/10.1007/s10803-016-2839-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292
in Journal of Autism and Developmental Disorders > 46-9 (September 2016) . - p.2916-2923[article] Judgments of Nonverbal Behaviour by Children with High-Functioning Autism Spectrum Disorder: Can they Detect Signs of Winning and Losing from Brief Video Clips? [Texte imprimé et/ou numérique] / Christian RYAN, Auteur ; Philip FURLEY, Auteur ; Kathleen MULHALL, Auteur . - p.2916-2923.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-9 (September 2016) . - p.2916-2923
Mots-clés : Sport Emotion expression Nonverbal behavior Thin slices Autism Social rank Index. décimale : PER Périodiques Résumé : Typically developing children are able to judge who is winning or losing from very short clips of video footage of behaviour between active match play across a number of sports. Inferences from “thin slices” (short video clips) allow participants to make complex judgments about the meaning of posture, gesture and body language. This study extends the use of the thin slice research paradigm to children with high-functioning autism spectrum disorder (ASD). We tested 38 children with ASD, in two age groups: 15 participants aged 5–8 years and 23 participants aged 9–13 years. We found that the children with ASD had a rate of accuracy similar to that of typically developing peers tested in a previous study. En ligne : http://dx.doi.org/10.1007/s10803-016-2839-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292