Journal of Autism and Developmental Disorders

, Volume 45, Issue 7, pp 2176–2186

Computer-Assisted Face Processing Instruction Improves Emotion Recognition, Mentalizing, and Social Skills in Students with ASD

  • Linda Marie Rice
  • Carla Anne Wall
  • Adam Fogel
  • Frederick Shic
Original Paper

DOI: 10.1007/s10803-015-2380-2

Cite this article as:
Rice, L.M., Wall, C.A., Fogel, A. et al. J Autism Dev Disord (2015) 45: 2176. doi:10.1007/s10803-015-2380-2

Abstract

This study examined the extent to which a computer-based social skills intervention called FaceSay™ was associated with improvements in affect recognition, mentalizing, and social skills of school-aged children with Autism Spectrum Disorder (ASD). FaceSay™ offers students simulated practice with eye gaze, joint attention, and facial recognition skills. This randomized control trial included school-aged children meeting educational criteria for autism (N = 31). Results demonstrated that participants who received the intervention improved their affect recognition and mentalizing skills, as well as their social skills. These findings suggest that, by targeting face-processing skills, computer-based interventions may produce changes in broader cognitive and social-skills domains in a cost- and time-efficient manner.

Keywords

Intervention Computer-assisted instruction Emotion recognition Mentalizing Social interactions 

Copyright information

© Springer Science+Business Media New York 2015

Authors and Affiliations

  • Linda Marie Rice
    • 1
    • 2
  • Carla Anne Wall
    • 3
    • 4
  • Adam Fogel
    • 2
    • 5
  • Frederick Shic
    • 3
  1. 1.Moorpark Unified School DistrictMoorparkUSA
  2. 2.California Graduate InstituteThe Chicago School of Professional PsychologyLos AngelesUSA
  3. 3.Yale Child Study Center, School of MedicineYale UniversityNew HavenUSA
  4. 4.Duke UniversityDurhamUSA
  5. 5.California Department of State Hospitals Headquarters – Clinical Operations DivisionCoalingaUSA

Personalised recommendations