Literaturnachweis - Detailanzeige
| Autor/inn/en | Sosnowski, David W.; Stough, Cathleen Odar; Weiss, Mary Jane; Cessna, Tahra; Casale, Amy; Foran, Adrienne; Erwinski, Melanie; Wilson, John; Farber, Steven A.; Farber, Michael A. |
|---|---|
| Titel | Brief Report: A Novel Digital Therapeutic That Combines Applied Behavior Analysis with Gaze-Contingent Eye Tracking to Improve Emotion Recognition in Children with Autism Spectrum Disorder |
| Quelle | In: Journal of Autism and Developmental Disorders, 52 (2022) 5, S.2357-2366 (10 Seiten)
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| Zusatzinformation | ORCID (Farber, Michael A.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-3257 |
| DOI | 10.1007/s10803-021-05101-w |
| Schlagwörter | Autism; Pervasive Developmental Disorders; Video Games; Applied Behavior Analysis; Interpersonal Competence; Eye Movements; Emotional Response; Children; Early Adolescents; Program Effectiveness; Feasibility Studies |
| Abstract | This study examined the feasibility, acceptability, and efficacy of a video game-based digital therapeutic combining applied behavior analysis techniques and gaze-contingent eye tracking to target emotion recognition in youth with autism spectrum disorder (ASD). Children aged 4-14 years with ASD were randomized to complete Lookware™ (n = 25) or a control video game (n = 29). Results from a 2 × 2 mixed ANOVA revealed that children in the intervention condition demonstrated significant improvements in emotion recognition from pre- to post-intervention compared to children in the control condition, F(1,52) = 17.48, p < 0.001. Children and staff perceived high feasibility and acceptability of Lookware™. Study results demonstrated the feasibility, acceptability, and preliminary efficacy of Lookware™. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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