scholarly journals Gamifying the teaching of facial expressions for children with autistic spectrum disorder

2020 ◽  
Vol 20 (1) ◽  
pp. 66-77
Author(s):  
Francisco Adelton Alves Ribeiro ◽  
Álvaro Itauna Schalcher Pereira ◽  
Miguel de Sousa Freitas ◽  
Dina Karla Plácido Nascimento
Keyword(s):  
Facial Expressions ◽  
Interpersonal Relationship ◽  
Autism Spectrum ◽  
Theoretical Research ◽  
Federal Institute ◽  
Spectrum Disorders ◽  
External Stimuli ◽  
Education Science ◽  
Facial Images ◽  
Scientific Environment

The game is an educational tool developed by the multidisciplinary team of the Federal Institute of Education Science and Technology of Maranhão, composed of professors, students and volunteers, to be applied in the daily life of children with disorder of Autistic Spectre. It follows the differentiated teaching model, because it aims to assist in the treatment of autistic children through the recognition and interpretations of facial expressions, in their various spectra (mild, moderate or severe), exercising their stimuli and Cognitive ability to recognize distinct facial expressions through mobile devices in a multiple choice environment, allowing the gradual increase of the autistic's sensitivity to external stimuli, a predilection for facial images that are They handle repetitively, developing the wearer's motricity, improving their interpersonal relationship. The methodology used is Applied Behavior Analysis (ABA), commonly associated with the treatment of people with autism spectrum disorders using positive reinforcements, thus contributing to the teaching and practice effectively based on Evidence, because it consists of basic, applied and theoretical research, through social behaviors and patterns. The research was distinguished, in the academic and scientific environment, with three works published in international events.

scholarly journals PROJETO PEDAGÓGICO DO CURSO DE TECNOLOGIA EM PROCESSOS GERENCIAIS DO INSTITUTO FEDERAL DO RS E RELACIONAMENTO INTERPESSOAL COMO CONTEÚDO

2020 ◽  
Vol 17 (1) ◽  
pp. 417-429
Author(s):  
Claudia Simone Cordeiro Pelissoli ◽  
Aline Silva De Bona ◽  
Luciano Andreatta Carvalho da Costa
Keyword(s):  
Interpersonal Relationship ◽  
Rio Grande ◽  
Rio Grande Do Sul ◽  
Porto Alegre ◽  
Critical Awareness ◽  
Federal Institute ◽  
Management Processes ◽  
The World ◽  
Education Science

This case study deals with the conceptof Interpersonal Relationship, foreseen in the Pedagogical Projects of the course -PPC's Technologist in Management Processes of Campi of the Federal Institute of Education, Science and Technology of Rio Grande do Sul. In addition to being described in PPCs, in profile of the course and the graduate, Interpersonal Relationship is also an extremely valued skill in the world of work. The main objective is to analyze how the concept of Interpersonal Relationship is worked through the courses in Technology inManagement Processes. Paulo Freire's theory and his considerations on critical awareness, dialogicity and humanization served as the basis for this study. The data were generated through interviews with four course coordinators (Porto Alegre, Farroupilha,Osório and Caxias do Sul), in order to analyze their understanding of the concept of Interpersonal Relationship and their insertion throughout the course. The results indicate that the concept of Interpersonal Relationship has a wide approach in some disciplines formalized in the Pedagogical Course Project, but also occurs informally in other disciplines, according to the teachers' pedagogical profile and practices. The work highlights the importance of developing and updating the Pedagogical Course Project, as it is the expression of the course. And it also stresses the relevance of addressing the concept of Interpersonal Relationship in the higher course of Technology in Management Processes, aiming at a humanized formation, extremely valued in the professional sphere.

scholarly journals The ability to recognize facial expressions by children with autism spectrum disorders

2012 ◽  
Vol 76 (0) ◽  
pp. 1EVC04-1EVC04
Author(s):  
Nanako KAJITA ◽  
Kozue SAWADA ◽  
Yukari HASHIMOTO ◽  
Masaharu MARUISHI ◽  
Hiroshi YOSHIDA
Keyword(s):  
Autism Spectrum Disorders ◽  
Facial Expressions ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorders

scholarly journals Can Neurotypical Individuals Read Autistic Facial Expressions? Atypical Production of Emotional Facial Expressions in Autism Spectrum Disorders

2015 ◽  
Vol 9 (2) ◽  
pp. 262-271 ◽  
Author(s):  
Rebecca Brewer ◽  
Federica Biotti ◽  
Caroline Catmur ◽  
Clare Press ◽  
Francesca Happé ◽  
...  
Keyword(s):  
Autism Spectrum Disorders ◽  
Facial Expressions ◽  
Autism Spectrum ◽  
Emotional Facial Expressions ◽  
Spectrum Disorders

Embodied and disembodied processing of emotional expressions: Insights from autism spectrum disorders

2010 ◽  
Vol 33 (6) ◽  
pp. 463-464 ◽  
Author(s):  
Piotr Winkielman
Keyword(s):  
Pattern Recognition ◽  
Autism Spectrum Disorders ◽  
Facial Expressions ◽  
Autism Spectrum ◽  
Emotional Expressions ◽  
Simple Pattern ◽  
Embodied Simulation ◽  
Multiple Routes ◽  
Spectrum Disorders ◽  
Expression Processing

AbstractProcessing of facial expressions goes beyond simple pattern recognition. To elucidate this problem, Niedenthal et al. offer a model that identifies multiple embodied and disembodied routes for expression processing, and spell out conditions triggering use of different routes. I elaborate on this model by discussing recent research on emotional recognition in individuals with autism, who can use multiple routes of emotion processing, and consequently can show atypical and typical patterns of embodied simulation and mimicry.

scholarly journals Perception of dynamic facial emotional expressions in adolescents with autism spectrum disorders (ASD)

2010 ◽  
Vol 1 (3) ◽  
Author(s):  
Roy Kessels ◽  
Pieter Spee ◽  
Angelique Hendriks
Keyword(s):  
Autism Spectrum Disorders ◽  
Facial Expressions ◽  
Recognition Task ◽  
Autism Spectrum ◽  
Emotional Expressions ◽  
Intensity Level ◽  
Emotional Facial Expressions ◽  
High Functioning ◽  
Spectrum Disorders ◽  
Expression Of Emotions

AbstractPrevious studies have shown deficits in the perception of static emotional facial expressions in individuals with autism spectrum disorders (ASD), but results are inconclusive. Possibly, using dynamic facial stimuli expressing emotions at different levels of intensities may produce more robust results, since these resemble the expression of emotions in daily life to a greater extent. 30 Young adolescents with high-functioning ASD (IQ>85) and 30 age- and intelligence-matched controls (ages between 12 and 15) performed the Emotion Recognition Task, in which morphs were presented on a computer screen, depicting facial expressions of the six basic emotions (happiness, disgust, fear, anger, surprise and sadness) at nine levels of emotional intensity (20–100%). The results showed no overall group difference on the ERT, apart from a slightly worse performance on the perception of the emotions fear (p<0.03) and disgust (p<0.05). No interaction was found between intensity level of the emotions and group. High-functioning individuals with ASD perform similar to matched controls on the perception of dynamic facial emotional expressions, even at low intensities of emotional expression. These findings are in agreement with other recent studies showing that emotion perception deficits in high-functioning ASD may be less pronounced than previously thought.

scholarly journals Gaze Behavior of Children with ASD toward Pictures of Facial Expressions

2015 ◽  
Vol 2015 ◽  
pp. 1-8 ◽  
Author(s):  
Soichiro Matsuda ◽  
Yasuyo Minagawa ◽  
Junichi Yamamoto
Keyword(s):  
Facial Expressions ◽  
Rating Scale ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Gaze Behavior ◽  
Autism Severity ◽  
Children With Asd ◽  
Spectrum Disorders ◽  
Face Stimuli ◽  
The Relationship

Atypical gaze behavior in response to a face has been well documented in individuals with autism spectrum disorders (ASDs). Children with ASD appear to differ from typically developing (TD) children in gaze behavior for spoken and dynamic face stimuli but not for nonspeaking, static face stimuli. Furthermore, children with ASD and TD children show a difference in their gaze behavior for certain expressions. However, few studies have examined the relationship between autism severity and gaze behavior toward certain facial expressions. The present study replicated and extended previous studies by examining gaze behavior towards pictures of facial expressions. We presented ASD and TD children with pictures of surprised, happy, neutral, angry, and sad facial expressions. Autism severity was assessed using the Childhood Autism Rating Scale (CARS). The results showed that there was no group difference in gaze behavior when looking at pictures of facial expressions. Conversely, the children with ASD who had more severe autistic symptomatology had a tendency to gaze at angry facial expressions for a shorter duration in comparison to other facial expressions. These findings suggest that autism severity should be considered when examining atypical responses to certain facial expressions.

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