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The Effectiveness of Interventions in Teaching Emotion Recognition to Children with Autism Spectrum Disorder

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Abstract

Emotion recognition has been identified as critical in the development of social communication and interaction in individuals with autism spectrum disorder (ASD). The literature review investigated interventions incorporating technology to target emotion recognition. The search yielded 10 pertinent studies conducted from 2010 to 2016, which examined the efficacy of discrete trial training and videos, FaceSay, Mind Reading, The Transporters, and MiX. The limited number of studies which addressed emotion recognition provides promising results. However, the studies contain methodological limitations and implications for future research, which include controlling confounding variables, including individuals with low functioning ASD, identifying participant prerequisite skills, determining treatment frequency and duration boundaries, and enhancing generalization and maintenance of emotion recognition skills.

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Authors and Affiliations

  1. Department of Counseling, Higher Education and Special Education, University of Maryland, Benjamin Building 3942 Campus Drive, College Park, MD, 20742, USA

    Jennifer L. Kouo & Andrew L. Egel

  2. Vista Del Mar Child and Family Services, 3200 Motor Ave., Los Angeles, CA, 90034, USA

    Andrew L. Egel

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  1. Jennifer L. Kouo
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  2. Andrew L. Egel
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Correspondence to Jennifer L. Kouo.

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Kouo, J.L., Egel, A.L. The Effectiveness of Interventions in Teaching Emotion Recognition to Children with Autism Spectrum Disorder. Rev J Autism Dev Disord 3, 254–265 (2016). https://doi.org/10.1007/s40489-016-0081-1

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