Using assistive technology to teach emotion recognition to students with Asperger syndrome a pilot study

Paul G. LaCava, Ofer Golan, Simon Baron-Cohen, Brenda Smith Myles

Research output: Contribution to journalReview articlepeer-review

95 Scopus citations

Abstract

Many individuals with autism spectrum conditions (ASC) have difficulty recognizing emotions in themselves and others. The present pilot study explored the use of assistive technology to teach emotion recognition (ER) to eight children with ASC. Participants were between the ages of 8 and 11 years and had a diagnosis of Asperger syndrome (AS). ER testing was conducted using a computer at pre- and postintervention. The intervention consisted of 10 weeks of using the computer software Mind Reading: The Interactive Guide to Emotions™ in either home or school settings. The results indicated that after intervention, participants improved on face and voice ER for basic and complex emotions that were in the software, as well as for complex voice ER for emotions not included in Mind Reading. The implications of these findings are discussed.

Original languageEnglish
Pages (from-to)174-181
Number of pages8
JournalRemedial and Special Education
Volume28
Issue number3
DOIs
StatePublished - 2007

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