Unique effects ofThe transportersanimated series and of parental support on emotion recognition skills of children with ASD: Results of a randomized controlled trial
| Autor: | Ruthie Rosenan, Ofer Golan, Tali Gev |
|---|---|
| Rok vydání: | 2016 |
| Předmět: |
Vocabulary
media_common.quotation_subject behavioral disciplines and activities Developmental psychology Dreyfus model of skill acquisition law.invention 03 medical and health sciences 0302 clinical medicine Randomized controlled trial law Generalization (learning) Intervention (counseling) mental disorders medicine 0501 psychology and cognitive sciences Genetics (clinical) Mental age media_common General Neuroscience 05 social sciences medicine.disease Autism spectrum disorder Autism Neurology (clinical) Psychology 030217 neurology & neurosurgery 050104 developmental & child psychology |
| Zdroj: | Autism Research. 10:993-1003 |
| ISSN: | 1939-3792 |
| DOI: | 10.1002/aur.1717 |
| Popis: | Emotion recognition (ER) and understanding deficits are characteristic of autism spectrum disorder (ASD). The Transporters (TT) animated series has shown promising results in teaching children with ASD to recognize emotions, with mixed findings about generalization and maintenance of effects. This study aimed to evaluate the unique role of TT and of parental support in the acquisition, generalization, and maintenance of acquired ER skills in children with ASD. 77 Israeli children with high functioning ASD, aged 4-7 were randomly assigned into four groups according to a 2 × 2 design of the factors Series (TT, control series) and Parental Support (with/without). Thirty typically developing children, matched to the ASD groups on mental age, were tested with no intervention. Participants' ER (on three generalization levels) and emotional vocabulary (EV) were tested pre and post 8 weeks of intervention, and at 3 months' follow-up. Compared to the control series, watching TT significantly improved children's ER skills at all generalization levels, with good skill maintenance. All groups improved equally on EV. The amount of parental support given, in the groups that had received it, contributed to the generalization and maintenance of ER skills. Autism severity negatively correlated with ER improvement. The current study provides evidence to the unique role of TT in ER skill acquisition, generalization, and maintenance in children with high functioning ASD. In addition, this study provides evidence for a successful cultural adaptation of TT to a non-English speaking culture. Autism Res 2017, 10: 993-1003. © 2016 International Society for Autism Research, Wiley Periodicals, Inc. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|
Plný text