Recognition of emotions from situational contexts and the impact of a mind reading intervention in children with autism spectrum disorder
Item
Title
Recognition of emotions from situational contexts and the impact of a mind reading intervention in children with autism spectrum disorder
Link
https://link.springer.com/article/10.1007/s10578-021-01139-0
List of Authors
Denise A Davidson
Abstract
The present research examined recognition of basic (happy, fear, sad) and self-conscious (pride, embarrassment, guilt) emotions from situational contexts in children with Autism Spectrum Disorder (ASD) and neurotypical children (Study 1). Results showed that children with ASD were less accurate in recognizing fear, embarrassment, and guilt situations than neurotypical children. Additionally, the research explored whether recognition of these emotions from situational contexts could be improved in children with ASD after a 4-week computerized emotion intervention (Study 2). Following the intervention, children showed better recognition of embarrassment and guilt, but no improvement in recognizing fear. In children with ASD, significant negative relations were found between ASD symptomatology and recognition of guilt (Study 1), although ASD symptomatology did not impact the intervention’s efficacy (Study 2). Additional explanations for these findings are provided.
Date
February 18, 2021
Publication Title
Child Psychiatry & Human Development
Publisher
Springer
Identifier
https://doi.org/10.1007/s10578-021-01139-0
Bibliographic Citation
Davidson, D., Hilvert, E., Winning, A., & Giordano, M. (2021). Recognition of emotions from situational contexts and the impact of a mind reading intervention in children with autism spectrum disorder. Child Psychiatry and Human Development, Advance online publication: https://doi.org/10.1007/s10578-021-01139-0