A Pilot Study Assessing the Feasibility of a Facial Emotion Training Paradigm for School-Age Children With Autism Spectrum Disorders

Abstract

Many children with autism spectrum disorders (ASDs) demonstrate facial emotion recognition and expression impairments. These impairments may contribute to social disability and may put children with ASDs at risk for developing further mental health problems. In this pilot study, we examined the use of a coach- and computer-assisted facial emotion training program for children with ASDs. The intervention components focused on (a) increasing attention to relevant facial emotion cues, (b) increasing facial emotion recognition speed, and (c) using imitation to build skills of facial emotion expression. Three pilot participants demonstrated improved facial emotion recognition (accuracy and speed) of dynamic and static presentations of facial expressions and self-expression. Some improvements persisted 5 weeks after training. Results support the acceptability and feasibility of the training program. These preliminary findings are promising and suggest the need for replication with larger samples and further assessment of acceptability, feasibility, and efficacy.

KEYWORDS:

• autism spectrum disorders
• facial emotion recognition
• training
• intervention
• imitation
• expression
• accuracy
• speed

ACKNOWLEDGMENTS

We thank the children and their families for participating in this pilot intervention. Also, special thanks are given to members of Rush NeuroBehavioral Center’s research team, including Adelaide Allen, Daniel Alderson, and Jaclyn Russo.