Using Assistive Technology to Teach Emotion Recognition to Students With Asperger Syndrome: A Pilot Study

Autor/inn/en	Lacava, Paul G.; Golan, Ofer; Baron-Cohen, Simon; Myles, Brenda Smith
Titel	Using Assistive Technology to Teach Emotion Recognition to Students With Asperger Syndrome: A Pilot Study
Quelle	In: Remedial and Special Education, 28 (2007) 3, S.174-181 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
Schlagwörter	Intervention; Educational Technology; Computer Software; Assistive Technology; Asperger Syndrome; Autism; Pervasive Developmental Disorders; Emotional Response; Recognition (Psychology); Children; Outcomes of Treatment + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Asperger-Syndrom; Autismus; Emotionales Verhalten; Recognition; Wiedererkennen; Child; Kind; Kinder
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[TM] 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. (Author).
Anmerkungen	PRO-ED, Inc. 8700 Shoal Creek Boulevard, Austin, TX 78757-6897. Tel: 800-897-3202; Fax: 800-397-7633; Web site: http://www.proedinc.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10