The Animal in Me: Enhancing Emotion Recognition in Adolescents with Autism Using Animal Filters

Autor/inn/en	Cross, Liam; Farha, Myles; Atherton, Gray
Titel	The Animal in Me: Enhancing Emotion Recognition in Adolescents with Autism Using Animal Filters
Quelle	In: Journal of Autism and Developmental Disorders, 49 (2019) 11, S.4482-4487 (6 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Atherton, Gray)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-019-04179-7
Schlagwörter	Autism; Intellectual Disability; Theory of Mind; Emotional Response; Nonverbal Communication; Human Body; Animals; Predictor Variables; Severity (of Disability); Recognition (Psychology); Adolescents + Suchen Sie Ihr Suchwort? Autismus; Intellect; Disability; Disabilities; Verstand; Behinderung; Emotionales Verhalten; Non-verbal communication; Nonverbale Kommunikation; Menschlicher Körper; Animal; Tier; Tiere; Prädiktor; Schweregrad; Recognition; Wiedererkennen; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher
Abstract	People with autism are often characterized as having difficulties with theory of mind abilities such as emotion recognition. However, rather than being a pervasive deficit of 'mindblindness,' a number of studies suggests these difficulties vary by context, and when people with autism mindread non-human agents, such as animals or cartoons, these abilities improve. To replicate this effect, 15 adolescents with both autism and intellectual disability participated in a test of facial emotion recognition, with both human and animal faces. Participants performed significantly better on the animal version of the assessment compared to the human version, and human rather than animal scores were the strongest predictor of symptom severity. These results were shown to be primarily driven by improvement in recognition of the emotions happiness and anger in animal rather than human faces. Implications with regards to social motivation and theory of mind interventions are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01