Using technology-based learning tool to train facial expression recognition and emotion understanding skills of Chinese pre-schoolers with autism spectrum disorder

Abstract

Objectives: Given the pervasiveness of emotional and behavioral deficits of individuals with Autism Spectrum Disorders (ASD), there is a pressing need for effective interventions to address their difficulties on Facial Expression Recognition and Emotion Understanding (FER/EU). Qunatiandi, a structured, app-based intervention program that is designed for Chinese children with ASD was utilized in this study. Three young children (two girls and one boy; age M = 4.94 years) completed an 8-week one-on-one intervention in a rehabilitation center setting. It was hypothesized that the three children would show greater progress in their FER/EU.

Methods: In this study, a modified multiple probe across the program phases design was used; the dependent variable was the percentage of unprompted correct receptive identification responses for FER/EU tests during instruction and probes. Data were taken during baseline, the endpoint of instruction sessions, and a maintenance stage followed by intervention termination.

Results: Findings of the study revealed that all participants demonstrated significant improvements in social acuity, gains were mostly achieved on emotion distinguishing and understanding (above 80% of accuracy). A similar scoring pattern was also found in the maintenance probe phase.

Conclusion: The study is one of only a few early intervention projects to improve FER/EU skills for children with ASD using an app-based intervention. The results demonstrated that children with ASD can experience increases in emotion distinguishing and understanding skills. Maintenance probe results showed that the interventional effect can be maintained for a period of time after intervention.

Keywords:

• Autism Spectrum Disorders
• facial expression
• recognition
• emotion skills

Acknowledgments

The authors are grateful for the principal and staff of the children rehabilitation center who granted us permission to implement our research. And we are also thanked for children who are willing to participate in the study.

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Funding

The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: Beijing Education and Science Project 2013 (ABA13014); the key project of Ministry of Education (DBA130218); 2018 Comprehensive Discipline Construction Fund of Faculty of Education, Beijing Normal University; the Fundamental Research Funds for the Central Universities.