Effects of a Computer-Based Intervention on Emotion Understanding in Children with Autism Spectrum Conditions

Autor/inn/en	Vasilevska Petrovska, Ivana; Trajkovski, Vladimir
Titel	Effects of a Computer-Based Intervention on Emotion Understanding in Children with Autism Spectrum Conditions
Quelle	In: Journal of Autism and Developmental Disorders, 49 (2019) 10, S.4244-4255 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vasilevska Petrovska, Ivana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-019-04135-5
Schlagwörter	Computer Assisted Instruction; Intervention; Emotional Response; Children; Autism; Pervasive Developmental Disorders; Adolescents; Intellectual Disability; Experimental Groups; Control Groups; Symptoms (Individual Disorders); Severity (of Disability); Photography; Visual Aids + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Emotionales Verhalten; Child; Kind; Kinder; Autismus; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Intellect; Disability; Disabilities; Verstand; Behinderung; Psychiatrische Symptomatik; Schweregrad; Fotografie; Anschauungsmaterial
Abstract	This randomized controlled study evaluated a computer-based intervention on emotion understanding in 32 children with autism spectrum conditions with and without intellectual disability (ID) aged 7-15 years. The intervention group (n = 16) used the program for 12 h while the control group (n = 16) was not included in any intervention or training beside the usual educational curriculum. After controlling for pre-intervention scores and symptom severity, strong positive effects were observed in emotion recognition from real face photographs and pictograms, as well as in understanding situation-based emotion across both intellectual ability groups. The typical and ID intervention groups performed significantly better on all EU measures, compared to controls, at the level of feature based distant generalization. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01