Using Technology-Based Learning Tool to Train Facial Expression Recognition and Emotion Understanding Skills of Chinese Pre-Schoolers with Autism Spectrum Disorder

Autor/inn/en	Zhang, Shudong; Xia, Xuenan; Li, Simeng; Shen, Lili; Liu, Junli; Zhao, Libo; Chen, Chunhui
Titel	Using Technology-Based Learning Tool to Train Facial Expression Recognition and Emotion Understanding Skills of Chinese Pre-Schoolers with Autism Spectrum Disorder
Quelle	In: International Journal of Developmental Disabilities, 65 (2019) 5, S.378-386 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2047-3869
DOI	10.1080/20473869.2019.1656384
Schlagwörter	Foreign Countries; Educational Technology; Technology Uses in Education; Emotional Response; Nonverbal Communication; Preschool Children; Autism; Pervasive Developmental Disorders; Intervention; Program Effectiveness; Social Behavior; Computer Oriented Programs; Emotional Development; Social Development; China + Suchen Sie Ihr Suchwort? Ausland; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Emotionales Verhalten; Non-verbal communication; Nonverbale Kommunikation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Autismus; Social behaviour; Soziales Verhalten; Computerprogramm; Gefühlsbildung; Soziale Entwicklung
Abstract	Objectives: Given the pervasiveness of emotional and behavioral deficits of individuals with Autism Spectrum Disorders (ASD), there is a pressing need for effective interventions to address their difficulties on Facial Expression Recognition and Emotion Understanding (FER/EU). Qunatiandi, a structured, app-based intervention program that is designed for Chinese children with ASD was utilized in this study. Three young children (two girls and one boy; age M ¼ 4.94 years) completed an 8-week one-on-one intervention in a rehabilitation center setting. It was hypothesized that the three children would show greater progress in their FER/EU. Methods: In this study, a modified multiple probe across the program phases design was used; the dependent variable was the percentage of unprompted correct receptive identification responses for FER/EU tests during instruction and probes. Data were taken during baseline, the endpoint of instruction sessions, and a maintenance stage followed by intervention termination. Results: Findings of the study revealed that all participants demonstrated significant improvements in social acuity, gains were mostly achieved on emotion distinguishing and understanding (above 80% of accuracy). A similar scoring pattern was also found in the maintenance probe phase. Conclusion: The study is one of only a few early intervention projects to improve FER/EU skills for children with ASD using an app-based intervention. The results demonstrated that children with ASD can experience increases in emotion distinguishing and understanding skills. Maintenance probe results showed that the interventional effect can be maintained for a period of time after intervention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01