Remediation of Emotion Recognition Deficits in Children With ASD

2010 ◽  
Author(s):  
Paige Weinger ◽  
Richard Depue
Keyword(s):  
Emotion Recognition ◽  
Children With Asd

scholarly journals Fostering Emotion Recognition in Children with Autism Spectrum Disorder

2021 ◽  
Vol 5 (10) ◽  
pp. 57
Author(s):  
Vinícius Silva ◽  
Filomena Soares ◽  
João Sena Esteves ◽  
Cristina P. Santos ◽  
Ana Paula Pereira
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Interaction ◽  
Emotion Recognition ◽  
Facial Expressions ◽  
Social Communication ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Support Vector ◽  
Robotic Platform ◽  
Children With Asd

Facial expressions are of utmost importance in social interactions, allowing communicative prompts for a speaking turn and feedback. Nevertheless, not all have the ability to express themselves socially and emotionally in verbal and non-verbal communication. In particular, individuals with Autism Spectrum Disorder (ASD) are characterized by impairments in social communication, repetitive patterns of behaviour, and restricted activities or interests. In the literature, the use of robotic tools is reported to promote social interaction with children with ASD. The main goal of this work is to develop a system capable of automatic detecting emotions through facial expressions and interfacing them with a robotic platform (Zeno R50 Robokind® robotic platform, named ZECA) in order to allow social interaction with children with ASD. ZECA was used as a mediator in social communication activities. The experimental setup and methodology for a real-time facial expression (happiness, sadness, anger, surprise, fear, and neutral) recognition system was based on the Intel® RealSense™ 3D sensor and on facial features extraction and multiclass Support Vector Machine classifier. The results obtained allowed to infer that the proposed system is adequate in support sessions with children with ASD, giving a strong indication that it may be used in fostering emotion recognition and imitation skills.

scholarly journals The role of linguistic and cognitive factors in emotion recognition difficulties in children with ASD, ADHD or DLD

2019 ◽  
Vol 55 (2) ◽  
pp. 231-242
Author(s):  
Joanna Löytömäki ◽  
Pasi Ohtonen ◽  
Marja‐Leena Laakso ◽  
Kerttu Huttunen
Keyword(s):  
Emotion Recognition ◽  
Cognitive Factors ◽  
Children With Asd

scholarly journals The Correlation Between the Set of Mental Functions and Emotion Recognition Skills Formation in Children with Autism Spectrum Disorder

2020 ◽  
Vol 18 (4) ◽  
pp. 13-22
Author(s):  
K.K. Mesnyankina ◽  
S.I. Anishchenko ◽  
K.B. Kalinin
Keyword(s):  
Autism Spectrum Disorder ◽  
Spatial Analysis ◽  
Emotion Recognition ◽  
Facial Expressions ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Mental Functions ◽  
Visual Spatial ◽  
Children With Asd ◽  
Analysis And Synthesis

Research is devoted to revealing the relation of the complex of mental functions and their components with the ability to recognize emotions from facial expressions and with the success of learning this skill in children with autism spectrum disorder (ASD). The set includes characteristics of the visual perception, properties of attention, properties of thinking and visual spatial analysis and synthesis. The study involved 19 children with ASD at the age of 6 to 12 years, including 2 girls and 17 boys. The training consisted of 12 sessions. Research showed that the success of emotion recognition from facial expressions in children with ASD associated with the level of development of visual spatial analysis and synthesis. It is also revealed that the success of emotion recognition training is connected with the level of development of visual spatial analysis and synthesis, abstract reasoning, and a concept formation.

scholarly journals Feasibility Testing of a Wearable Behavioral Aid for Social Learning in Children with Autism

2018 ◽  
Vol 09 (01) ◽  
pp. 129-140 ◽  
Author(s):  
Jena Daniels ◽  
Nick Haber ◽  
Catalin Voss ◽  
Jessey Schwartz ◽  
Serena Tamura ◽  
...  
Keyword(s):  
Logistic Regression ◽  
Emotion Recognition ◽  
Recognition Task ◽  
Affective Learning ◽  
Autism Spectrum ◽  
Therapeutic Interventions ◽  
Emotion Classification ◽  
Google Glass ◽  
Children With Asd ◽  
Logistic Regression Classifier

Background Recent advances in computer vision and wearable technology have created an opportunity to introduce mobile therapy systems for autism spectrum disorders (ASD) that can respond to the increasing demand for therapeutic interventions; however, feasibility questions must be answered first. Objective We studied the feasibility of a prototype therapeutic tool for children with ASD using Google Glass, examining whether children with ASD would wear such a device, if providing the emotion classification will improve emotion recognition, and how emotion recognition differs between ASD participants and neurotypical controls (NC). Methods We ran a controlled laboratory experiment with 43 children: 23 with ASD and 20 NC. Children identified static facial images on a computer screen with one of 7 emotions in 3 successive batches: the first with no information about emotion provided to the child, the second with the correct classification from the Glass labeling the emotion, and the third again without emotion information. We then trained a logistic regression classifier on the emotion confusion matrices generated by the two information-free batches to predict ASD versus NC. Results All 43 children were comfortable wearing the Glass. ASD and NC participants who completed the computer task with Glass providing audible emotion labeling (n = 33) showed increased accuracies in emotion labeling, and the logistic regression classifier achieved an accuracy of 72.7%. Further analysis suggests that the ability to recognize surprise, fear, and neutrality may distinguish ASD cases from NC. Conclusion This feasibility study supports the utility of a wearable device for social affective learning in ASD children and demonstrates subtle differences in how ASD and NC children perform on an emotion recognition task.

scholarly journals Facial Emotion Recognition and Polymorphisms of Dopaminergic Pathway Genes in Children with ASD

2020 ◽  
Vol 2020 ◽  
pp. 1-8
Author(s):  
Zhuo Liu ◽  
Jun Liu ◽  
Zengyu Zhang ◽  
Hong Yu ◽  
Fengpei Hu
Keyword(s):  
Emotion Recognition ◽  
Rating Scale ◽  
Multivariate Logistic Regression Analysis ◽  
Autism Spectrum ◽  
Facial Emotion Recognition ◽  
Facial Emotion ◽  
Facial Emotions ◽  
Low Intensity ◽  
Children With Asd ◽  
Dopaminergic Pathway

Background. It is inconclusive whether children with autism spectrum disorder (ASD) experience a deficit in facial emotion recognition. The dopaminergic pathway has been implicated in the pathogenesis of ASD. This study was aimed at determining facial emotion recognition and its correlation with polymorphisms in the dopaminergic pathway genes in children with ASD. Methods. Facial emotion recognition was examined in 98 children with ASD and 60 age- and gender-matched healthy controls. The severity of ASD was evaluated using the Childhood Autism Rating Scale (CARS). DNA from blood cells was used to analyze the genotypes of single-nucleotide polymorphisms (SNPs) in dopaminergic pathway genes. SNPs of DBH rs1611115, DDC rs6592961, DRD1 rs251937, DRD2 rs4630328, and DRD3 rs167771 were analyzed. Results. Children with ASD took a significantly longer time to recognize all facial emotions, and their interpretations were less accurate for anger at low intensity and fear at both low and high intensities. The severity of the disease was associated with significant delays in recognition of all facial emotions and with a decrease in accuracy in recognition of happiness and anger at low intensity. Accuracy in recognizing fear at high intensity and sadness at low intensity was associated with rs251937 and rs4630328, respectively, in children with ASD. Multivariate logistic regression analysis revealed that SNP rs167771, response time for the recognition of happiness, sadness and fear, and accuracy in recognition of anger and fear were all associated with the risk of childhood ASD. Conclusions. Children with ASD experience a deficit in facial emotion recognition. Certain SNPs in the dopaminergic pathway genes are associated with accuracy in recognizing selective facial emotions in children with ASD.

scholarly journals Speeded Recognition of Fear and Surprise in Autism

Perception ◽  
2018 ◽  
Vol 47 (12) ◽  
pp. 1117-1138 ◽  
Author(s):  
Emese Nagy ◽  
Stacey C. Paton ◽  
Fiona E. A. Primrose ◽  
Tibor N. Farkas ◽  
Coreen F. Pow
Keyword(s):  
Autism Spectrum Disorders ◽  
Standard Deviation ◽  
Emotion Recognition ◽  
Autism Spectrum ◽  
Socioemotional Functioning ◽  
Children With Asd ◽  
Spectrum Disorders ◽  
Speed And Accuracy

Autism spectrum disorders (ASD) involve difficulties with socioemotional functioning; however, research on emotion recognition remains inconclusive. Children with ASD have been reported to show less susceptibility to spatial inversion. The aim of this study is to examine whether children with ASD utilize atypical abilities in socioemotional processing. This study tested 13 children with ASD (1 girl, M: 15.10 years, standard deviation [ SD]: 1.60 years), 13 children without ASD (3 girls, M: 15.92 years, SD: 1.03 years), and 20 control adults (11 women, M: 24.77 years, SD: 8.30 years) to investigate the speed and accuracy of their responses to images of neutral faces and faces expressing “easy” (happiness, anger) and “difficult” emotions (surprise, fear) in nonrotated (0°) and rotated (30°, 90°, 150°, 180°, 210°, 270°, and 330°) positions. The results showed that children with ASD recognized both easy and difficult emotions as accurately as did children and adults without ASD. Children with ASD, however, responded significantly faster to difficult emotions when the images were rotated. These results offer less support for a deficiency model than for an atypical, rapid featural type of processing used by children with ASD to encode and understand complex socioemotional stimuli.

scholarly journals A Pilot Study Using Two Novel fMRI Tasks: Understanding Theory of Mind and Emotion Recognition Among Children With ASD

2021 ◽  
Author(s):  
Yu Han ◽  
Patricia A. Prelock ◽  
Emily L. Coderre ◽  
Joseph M. Orr
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Interaction ◽  
Pilot Study ◽  
Theory Of Mind ◽  
Social Interactions ◽  
Emotion Recognition ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Children With Asd ◽  
Neuroimaging Data

AbstractChildren with autism spectrum disorder (ASD) struggle with social interactions due to deficits in theory of mind (ToM). In this study, we collected behavioral and neuroimaging data from 9 children with ASD and 19 neurotypical children between the age of 7 and 14 years old, particularly in the area of emotion recognition to better understand those skills needed for meaningful social interaction. The results suggest impaired abilities in multiple ToM metrics and brain deficits associated with ToM-related emotion recognition and processing among children with ASD. Findings from this study are expected to establish connections between behavior and brain activities surrounding ToM in ASD, which may assist the development of neuroanatomical diagnostic criteria and provide a way to measure intervention outcomes.

Sign in / Sign up

Export Citation Format

Share Document