Facial Feedback and Social Input: Effects on Laughter and Enjoyment in Children with Autism Spectrum Disorders

Autor/inn/en	Helt, Molly S.; Fein, Deborah A.
Titel	Facial Feedback and Social Input: Effects on Laughter and Enjoyment in Children with Autism Spectrum Disorders
Quelle	In: Journal of Autism and Developmental Disorders, 46 (2016) 1, S.83-94 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-015-2545-z
Schlagwörter	Feedback (Response); Nonverbal Communication; Cartoons; Children; Adolescents; Autism; Pervasive Developmental Disorders; Psychological Patterns; Social Behavior; Control Groups; Testing; Measurement Techniques; Friendship; Caregiver Child Relationship; Experimental Groups; Symptoms (Individual Disorders); Correlation; Social Development + Suchen Sie Ihr Suchwort? Non-verbal communication; Nonverbale Kommunikation; Zeichentrickfilm; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Autismus; Social behaviour; Soziales Verhalten; Testdurchführung; Testen; Messtechnik; Freundschaft; Psychiatrische Symptomatik; Korrelation; Soziale Entwicklung
Abstract	Both social input and facial feedback appear to be processed differently by individuals with autism spectrum disorder (ASD). We tested the effects of both of these types of input on laughter in children with ASD. Sensitivity to facial feedback was tested in 43 children with ASD, aged 8-14 years, and 43 typically developing children matched for mental age (6-14), in order to examine whether children with ASD use bodily feedback as an implicit source of information. Specifically, children were asked to view cartoons as they normally would (control condition), and while holding a pencil in their mouth forcing their smiling muscles into activation (feedback condition) while rating their enjoyment of the cartoons. The authors also explored the effects of social input in children with ASD by investigating whether the presence of a caregiver or friend (companion condition), or the presence of a laugh track superimposed upon the cartoon (laugh track condition) increased the children's self-rated enjoyment of cartoons or the amount of positive affect they displayed. Results showed that the group with ASD was less affected by all three experimental conditions, but also that group differences seemed to have been driven by one specific symptom of ASD: restricted range of affect. The strong relationship between restricted affect and insensitivity to facial feedback found in this study sheds light on the implications of restricted affect for social development in ASD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01