scholarly journals Design and application of facial expression analysis system in empathy ability of children with autism spectrum disorder

2021 ◽  
Author(s):  
Chen Guo ◽  
Kun Zhang ◽  
Jingying Chen ◽  
Ruyi Xu ◽  
Lei Gao
Keyword(s):  
Autism Spectrum Disorder ◽  
Facial Expression ◽  
Expression Analysis ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Facial Expression Analysis ◽  
Analysis System ◽  
Design And Application

scholarly journals Does Gaze Direction Modulate Facial Expression Processing in Children With Autism Spectrum Disorder?

2009 ◽  
Vol 80 (4) ◽  
pp. 1134-1146 ◽  
Author(s):  
Hironori Akechi ◽  
Atsushi Senju ◽  
Yukiko Kikuchi ◽  
Yoshikuni Tojo ◽  
Hiroo Osanai ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Facial Expression ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Gaze Direction ◽  
Expression Processing

Emotional Facial Expression and Social Communication in Children With Autism Spectrum Disorder

2021 ◽  
Vol 75 (Supplement_2) ◽  
pp. 7512505133p1
Author(s):  
Sharada Krishnan ◽  
Emily Kilroy ◽  
Christiana Butera ◽  
Laura Harrison ◽  
Aditya Jayashankar ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Facial Expression ◽  
Social Communication ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Emotional Facial Expression

scholarly journals The effect of spatial frequency and face inversion on facial expression processing in children with autism spectrum disorder

2012 ◽  
Vol 55 (2) ◽  
pp. 118-130 ◽  
Author(s):  
Yukiko Kikuchi ◽  
Atsushi Senju ◽  
Toshikazu Hasegawa ◽  
Yoshikuni Tojo ◽  
Hiroo Osanai
Keyword(s):  
Autism Spectrum Disorder ◽  
Facial Expression ◽  
Spatial Frequency ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Face Inversion ◽  
Expression Processing

Face Processing in Children with Autism Spectrum Disorder: Independent or Interactive Processing of Facial Identity and Facial Expression?

2010 ◽  
Vol 41 (6) ◽  
pp. 796-804 ◽  
Author(s):  
Julia F. Krebs ◽  
Ajanta Biswas ◽  
Olivier Pascalis ◽  
Inge Kamp-Becker ◽  
Helmuth Remschmidt ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Facial Expression ◽  
Face Processing ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Facial Identity

scholarly journals On quantifying facial expression-related atypicality of children with Autism Spectrum Disorder

2015 ◽  
Author(s):  
Tanaya Guha ◽  
Zhaojun Yang ◽  
Anil Ramakrishna ◽  
Ruth B. Grossman ◽  
Darren Hedley ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Facial Expression ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder

Instruction Using Augmentative and Alternative Communication Supports: Description of Current Practices by Speech-Language Pathologists Who Work With Children With Autism Spectrum Disorder

2020 ◽  
Vol 29 (2) ◽  
pp. 586-596 ◽  
Author(s):  
Kaitlyn A. Clarke ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Diagnostic Category ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Alternative Communication ◽  
Speech Language Pathologists ◽  
Processing Differences

Purpose The aim of this research study was to examine common practices of speech-language pathologists (SLPs) who work with children with autism spectrum disorder (ASD) with respect to whether or not SLPs consider processing differences in ASD or the effects of input during their instruction. Method Following a qualitative research method, how SLPs instruct and present augmentative and alternative communication systems to individuals with ASD, their rationale for method selection, and their perception of the efficacy of selected interventions were probed. Semistructured interviews were conducted as part of an in-depth case report with content analysis. Results Based on completed interviews, 4 primary themes were identified: (a) instructional method , (b) input provided , (c) decision-making process , and (d) perceived efficacy of treatment . Additionally, one secondary theme, training and education received , was identified . Conclusions Clinicians reported making decisions based on the needs of the child; however, they also reported making decisions based on the diagnostic category that characterized the child (i.e., ASD). The use of modeling when teaching augmentative and alternative communication to individuals with ASD emerged as a theme, but variations in the method of modeling were noted. SLPs did not report regularly considering processing differences in ASD, nor did they consider the effects of input during instruction.

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