scholarly journals Ability of Children with Learning Disabilities and Children with Autism Spectrum Disorder to Recognize Feelings from Facial Expressions and Body Language

2018 ◽  
Vol 8 (2) ◽  
pp. 10 ◽  
Author(s):  
Alev Girli ◽  
Sıla Doğmaz
Keyword(s):  
Autism Spectrum Disorder ◽  
Learning Disabilities ◽  
Facial Expressions ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Body Language ◽  
The Body ◽  
Spectrum Disorder ◽  
Black And White ◽  
The Face

In this study, children with learning disability (LD) were compared with children with autism spectrum disorder(ASD) in terms of identifying emotions from photographs with certain face and body expressions. The sampleconsisted of a total of 82 children aged 7-19 years living in Izmir in Turkey. A total of 6 separate sets of slides,consisting of black and white photographs, were used to assess participants’ ability to identify feelings – 3 sets forfacial expressions, and 3 sets for body language. There were 20 photographs on the face slides and 38 photographson the body language slides. The results of the nonparametric Mann Whitney-U test showed no significant differencebetween the total scores that children received from each of the face and body language slide sets. It was observedthat the children with LD usually looked at the whole photo, while the children with ASD focused especially aroundthe mouth to describe feelings. The results that were obtained were discussed in the context of the literature, andsuggestions were presented.

scholarly journals ALTRIRAS: A Computer Game for Training Children with Autism Spectrum Disorder in the Recognition of Basic Emotions

2019 ◽  
Vol 2019 ◽  
pp. 1-16 ◽  
Author(s):  
Leandro M. Almeida ◽  
Diego P. da Silva ◽  
Daieny P. Theodório ◽  
Wolley W. Silva ◽  
Silvia Cristina M. Rodrigues ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Facial Expressions ◽  
Computer Game ◽  
Children With Autism ◽  
Role Playing ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Basic Emotions ◽  
Children With Asd ◽  
System Usability Scale

This paper presents a computer game developed to assist children with Autism Spectrum Disorder (ASD) to recognize facial expressions associated with the four basic emotions: joy, sadness, anger, and surprise. This game named ALTRIRAS is a role-playing game (RPG), a kind of game pointed out by the literature as the most suitable for these children for being more social than competitive. It has recreational settings built with 2D graphic interface to keep the children’s attention and an access control and a register mechanism to allow the monitoring of the child’s progress. The data collection of the functional, nonfunctional, psychological, and educational requirements, as well as the evaluation of its consistency and usability, was made by a multidisciplinary team consisting of five experts in each of the following expertises: pedagogy, psychology, psychopedagogy, and game development. The effectiveness test of the game was performed by 10 children with ASD and 28 children with neurotypical development, which were separated into control and experimental groups, respectively. All experts and children with neurotypical development answered the System Usability Scale (SUS) questionnaire after playing the game. The results were positive, between experts and volunteers regarding their acceptance. However, the time of exposure to the game in children with ASD should be increased to effective assistance in the recognition of facial expressions.

scholarly journals The Effects of Rhythm and Robotic Interventions on the Imitation/Praxis, Interpersonal Synchrony, and Motor Performance of Children with Autism Spectrum Disorder (ASD): A Pilot Randomized Controlled Trial

2015 ◽  
Vol 2015 ◽  
pp. 1-18 ◽  
Author(s):  
Sudha M. Srinivasan ◽  
Maninderjit Kaur ◽  
Isabel K. Park ◽  
Timothy D. Gifford ◽  
Kerry L. Marsh ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Motor Performance ◽  
Standardized Test ◽  
Controlled Trial ◽  
Standard Of Care ◽  
Children With Autism ◽  
Autism Spectrum ◽  
The Body ◽  
Spectrum Disorder ◽  
Interpersonal Synchrony

We assessed the effects of three interventions, rhythm, robotic, and standard-of-care, on the imitation/praxis, interpersonal synchrony, and overall motor performance of 36 children with Autism Spectrum Disorder (ASD) between 5 and 12 years of age. Children were matched on age, level of functioning, and services received, prior to random assignment to one of the three groups. Training was provided for 8 weeks with 4 sessions provided each week. We assessed generalized changes in motor skills from the pretest to the posttest using a standardized test of motor performance, the Bruininks-Oseretsky Test of Motor Proficiency, 2nd edition (BOT-2). We also assessed training-specific changes in imitation/praxis and interpersonal synchrony during an early and a late session. Consistent with the training activities practiced, the rhythm and robot groups improved on the body coordination composite of the BOT-2, whereas the comparison group improved on the fine manual control composite of the BOT-2. All three groups demonstrated improvements in imitation/praxis. The rhythm and robot groups also showed improved interpersonal synchrony performance from the early to the late session. Overall, socially embedded movement-based contexts are valuable in promoting imitation/praxis, interpersonal synchrony, and motor performance and should be included within the standard-of-care treatment for children with ASD.

scholarly journals Are Children With Autism More Likely to Retain Object Names When Learning From Colour Photographs or Black-and-White Cartoons?

2020 ◽  
Author(s):  
Cheriece K. Carter ◽  
Calum Hartley
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Comprehension ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Typically Developing ◽  
Mutual Exclusivity ◽  
Black And White ◽  
Children With Asd ◽  
First Time

Abstract For the first time, this study investigated whether children with autism spectrum disorder (ASD) and typically developing (TD) children matched on language comprehension (M age equivalent =  ~ 44 months) are more likely to retain words when learning from colour photographs than black-and-white cartoons. Participants used mutual exclusivity to fast map novel word-picture relationships and retention was assessed following a 5-min delay. Children with ASD achieved significantly greater retention accuracy when learning from photographs rather than cartoons and, surprisingly, responded more accurately than TD children when learning from photographs. Our results demonstrate that children with ASD benefit from greater iconicity when learning words from pictures, providing a data-grounded rationale for using colour photographs when administering picture-based interventions.

Teachers' Attitudes, Motivation, and Use of iPads to Support Children With Learning Disabilities Versus Children With Autism Spectrum Disorder

2019 ◽  
Vol 18 (2) ◽  
pp. 131-159
Author(s):  
Sigal Eden ◽  
Margalit Navon ◽  
Adina Shamir
Keyword(s):  
Autism Spectrum Disorder ◽  
Learning Disabilities ◽  
Technology Use ◽  
Teaching And Learning ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Students With Ld ◽  
Digital Competencies ◽  
Teachers Attitudes

The aim of the current study is to compare teachers' attitudes, motivation, and use of iPads to support teaching children with learning disabilities (LD) versus children with autism spectrum disorder (ASD). Three hundred and nine teachers (294 females and 15 males) between the ages of 25 to 62 (M = 42.66) participated in the study. The teachers were divided into two groups according to their students' disability type: 221 teachers of students with LD and 88 teachers of students with ASD. The teachers were evaluated by six questionnaires: demographic characteristics, general technology use, experience with iPads, digital competencies, attitudes toward iPads, and teacher's preparedness for iPad use. Results show that teachers in both groups find that the iPad is a useful tool to promote teaching and learning. However, the findings reveal that teachers of children with ASD use iPads more frequently and for a longer duration in the classroom. Furthermore, teachers of students with ASD seek more training.

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