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Assessing Children’s Performance on the Facial Emotion Recognition Task with Familiar and Unfamiliar Faces: An Autism Study
Title
Assessing Children’s Performance on the Facial Emotion Recognition Task with Familiar and Unfamiliar Faces: An Autism Study.
Creator
Shanok, Nathaniel, Jones, Nancy Aaron, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
Studies exploring facial emotion recognition (FER) abilities in autism spectrum disorder (ASD) samples have yielded inconsistent results despite the widely-accepted finding that an impairment in emotion recognition is a core component of ASD. The current study aimed to determine if an FER task featuring both unfamiliar and familiar faces would highlight additional group differences between ASD children and typically developing (TD) children. We tested the two groups of 4- to 8-year-olds on...
Show moreStudies exploring facial emotion recognition (FER) abilities in autism spectrum disorder (ASD) samples have yielded inconsistent results despite the widely-accepted finding that an impairment in emotion recognition is a core component of ASD. The current study aimed to determine if an FER task featuring both unfamiliar and familiar faces would highlight additional group differences between ASD children and typically developing (TD) children. We tested the two groups of 4- to 8-year-olds on this revised task, and also compared their resting-state brain activity using electroencephalogram (EEG) measurements. As hypothesized, the TD group had significantly higher overall emotion recognition percent scores. In addition, there was a significant interaction effect of group by familiarity, with the ASD group recognizing emotional expressions significantly better in familiar faces than in unfamiliar ones. This finding may be related to the preference of children with autism for people and situations which they are accustomed to. TD children did not demonstrate this pattern, as their recognition scores were approximately the same for familiar faces and unfamiliar ones. No significant group differences existed for EEG alpha power or EEG alpha asymmetry in frontal, central, temporal, parietal, or occipital brain regions. Also, neither of these EEG measurements were strongly correlated with the group FER performances. Further evidence is needed to assess the association between neurophysiological measurements and behavioral symptoms of ASD. The behavioral results of this study provide preliminary evidence that an FER task featuring both familiar and unfamiliar expressions produces a more optimal assessment of emotion recognition ability.
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Date Issued
2017
PURL
http://purl.flvc.org/fau/fd/FA00004908, http://purl.flvc.org/fau/fd/FA00004908
Subject Headings
Emotions in children., Social skills in children., Nonverbal communication., Pattern recognition systems., Face perception.
Format
Document (PDF)
Facial Expression Computer Interaction System for Children with Asperger's Syndrome
Title
Facial Expression Computer Interaction System for Children with Asperger's Syndrome.
Creator
Amador, Francisco Javier, Huang, Shihong, Florida Atlantic University
Abstract/Description
People with Autism Spectrum Disorders, particularly Asperger's Syndrome, have a set of symptoms, such as difficulty processing emotive facial expressions and making less eye contact, that affect the individual's social interactions. The prototype developed is geared to help children with Asperger's Syndrome recognize facial expressions, improve eye contact, and to reinforce connections between facial and verbal components of expressions. This application utilizes a computer generated human...
Show morePeople with Autism Spectrum Disorders, particularly Asperger's Syndrome, have a set of symptoms, such as difficulty processing emotive facial expressions and making less eye contact, that affect the individual's social interactions. The prototype developed is geared to help children with Asperger's Syndrome recognize facial expressions, improve eye contact, and to reinforce connections between facial and verbal components of expressions. This application utilizes a computer generated human head, an avatar, to interact with the children while displaying various emotions and using games to increase the children's eye contact. The unique properties of the avatar utilized allow for a comprehensive coverage of the children's attention spectrum to maximize their learning potential. Knowing that about 17% of Autism Spectrum Disorders belong to the Asperger's Syndrome subclass, the positive impact of this application on their life would be of great importance for their families and the community.
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Date Issued
2010
PURL
http://purl.flvc.org/fau/fd/FA00012503
Subject Headings
Autism spectrum disorders--Treatment--Technological innovations, Optical pattern recognition, Interpersonal communication in children, Emotions in children, Exceptional children--Psychology, Social skills in children
Format
Document (PDF)
Aggression and prosocial behavior predict changes in perceptions of friendship quality in primary and middle school students
Title
Aggression and prosocial behavior predict changes in perceptions of friendship quality in primary and middle school students.
Creator
Shawcross, Lauren, Laursen, Brett, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
This study examines whether aggression and prosocial behavior shape changes in perceptions of friendship quality within stable reciprocal best friend dyads. A longitudinal Actor-Partner Interdependence Model was used to investigate whether individual characteristics predict changes 6 to 12 weeks later in perceptions of relationship support and negativity. The sample included 76 same-sex dyads drawn from classrooms in grades 4 (M = 9.48 years) through 6 (M= 11.43 years) in two public schools...
Show moreThis study examines whether aggression and prosocial behavior shape changes in perceptions of friendship quality within stable reciprocal best friend dyads. A longitudinal Actor-Partner Interdependence Model was used to investigate whether individual characteristics predict changes 6 to 12 weeks later in perceptions of relationship support and negativity. The sample included 76 same-sex dyads drawn from classrooms in grades 4 (M = 9.48 years) through 6 (M= 11.43 years) in two public schools in the United States.
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Date Issued
2015
PURL
http://purl.flvc.org/fau/fd/FA00004408, http://purl.flvc.org/fau/fd/FA00004408
Subject Headings
Friendship in adolescence, Friendship in children, Interaction analysis in education, Interpersonal relations in adolescence, Interpersonal relations in children, Social perceptions in adolescence, Social perceptions in children, Social psychology, Social skills -- Study and teaching (Elementary), Social skills -- Study and teaching (Middle school)
Format
Document (PDF)
effect of student participation in student success skills on pro-social and bullying behavior
Title
The effect of student participation in student success skills on pro-social and bullying behavior.
Creator
Mariani, Melissa A., College of Education, Department of Counselor Education
Abstract/Description
The purpose of the current study was to examine differences in pro-social behaviors, bullying behaviors, engagement in school success skills, and perceptions of classroom climate between grade 5 students in the treatment group who received the Student Success Skills (SSS) classroom guidance program (Brigman & Webb, 2010) and grade 5 students in the comparison group who did not receive the intervention. School counselors in the treatment schools implemented SSS with students in grade 5 after...
Show moreThe purpose of the current study was to examine differences in pro-social behaviors, bullying behaviors, engagement in school success skills, and perceptions of classroom climate between grade 5 students in the treatment group who received the Student Success Skills (SSS) classroom guidance program (Brigman & Webb, 2010) and grade 5 students in the comparison group who did not receive the intervention. School counselors in the treatment schools implemented SSS with students in grade 5 after being trained in the manualized use of the program and other study-related procedures. The study followed a pre-post quasi-experimental design employing various self-report measures of behavior (PRQ, SE-SSS, MCI-SFR, and TMCI-SF). A series of ANOVA and ANCOVA analyses were then conducted to determine if there were statistically significant differences between the groups. Effect size estimates were also calculated for each measure. The data supported the SSS classroom guidance program as a viable intervention for positively affecting student behavior. Significant differences were noted between the treatment and comparison schools in the following areas: (a) increased pro-social behaviors, (b) decreased bullying behaviors, (c) increased engagement in school success skills, and (d) student perceptions of improved classroom climate. This study provides empirical support showing that students who are taught skills in key areas evidence benefits across several outcomes. The study also indicates that aggressive behaviors, like bullying, can be influenced by programs that do not specifically target those behaviors. Furthermore, it supports the positive impact school counselors can have on student success by implementing an evidence-based program.
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Date Issued
2011
PURL
http://purl.flvc.org/FAU/3318678
Subject Headings
Academic achievement, Bullying in schools, Psychological aspects, Educational counseling, Social skills in children, Self-management (Psychology) for children
Format
Document (PDF)
Use of multisensory therapy by adolescents with co-occurring autism and profound intellectual disability
Title
Use of multisensory therapy by adolescents with co-occurring autism and profound intellectual disability.
Creator
Leichner, Jared., Harriet L. Wilkes Honors College
Abstract/Description
The education of profoundly intellectually disabled individuals requires identifying motivators to help them learn basic tasks and skills. When these individuals also suffer from Autism Spectrum Disorder, one promising method of therapy, multisensory therapy, has been shown to relax patients, facilitating the educational process. Relaxation drastically minimizes maladaptive behaviors such as repetitive movement (stereotypy) and self-injury, allowing the participant to learn efficiently. In...
Show moreThe education of profoundly intellectually disabled individuals requires identifying motivators to help them learn basic tasks and skills. When these individuals also suffer from Autism Spectrum Disorder, one promising method of therapy, multisensory therapy, has been shown to relax patients, facilitating the educational process. Relaxation drastically minimizes maladaptive behaviors such as repetitive movement (stereotypy) and self-injury, allowing the participant to learn efficiently. In this study, a multi-axis measure was developed to determine behavioral differences between an experimental group that underwent the therapy and a control group that performed a functional task in their classroom. Stereotypic behaviors were significantly reduced and gaze focus was enhanced within the therapy. The significance of these effects carried over when participants were returned to their classroom.
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Date Issued
2010
PURL
http://purl.flvc.org/FAU/3335109
Subject Headings
Autism in adolescents, Therapy, Children with disabilities, Development, Autistic children, Behavior modification, Social skills in children, Behavior therapy for children, Children with disabilities, Education, Language arts, Relaxation (Methodology), Behaviorism (Psychology)
Format
Document (PDF)
Promoting daily living skills for adolescents with autism spectrum disorders via parent delivery of video prompting on the iPad
Title
Promoting daily living skills for adolescents with autism spectrum disorders via parent delivery of video prompting on the iPad.
Creator
Cruz-Torres, Elisa M., Duffy, Mary L., Florida Atlantic University, College of Education, Department of Exceptional Student Education
Abstract/Description
Autism Spectrum Disorder (ASD) affects one out of every 68 children in the United States. The disorder is characterized by persistent deficits in social communication, social interaction, and restricted, repetitive patterns of behavior, interest, or activities that together limit and impair everyday functioning. Research has shown that the use of visual resources, such as video modeling procedures, can support individuals with ASD to acquire and maintain a variety of daily living skills...
Show moreAutism Spectrum Disorder (ASD) affects one out of every 68 children in the United States. The disorder is characterized by persistent deficits in social communication, social interaction, and restricted, repetitive patterns of behavior, interest, or activities that together limit and impair everyday functioning. Research has shown that the use of visual resources, such as video modeling procedures, can support individuals with ASD to acquire and maintain a variety of daily living skills leading to enhanced levels of independence.
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Date Issued
2015
PURL
http://purl.flvc.org/fau/fd/FA00004358, http://purl.flvc.org/fau/fd/FA00004358
Subject Headings
Autism in adolescence, Autism spectrum disorders -- Patients -- Life skills guides, Autism spectrum disorders -- Patients -- Rehabilitation, Parents of autistic children, Social skills in adolescence, Visual programming (Computer science), Youth with autism spectrum disorders -- Behavior modification
Format
Document (PDF)