title: Computer-Assisted Face Processing Instruction Improves Emotion Recognition, Mentalizing, and Social Skills in Students with ASD.
abstract: This study examined the extent to which a computer-based social skills intervention called FaceSay was associated with improvements in affect recognition, mentalizing, and social skills of school-aged children with Autism Spectrum Disorder (ASD). FaceSay offers students simulated practice with eye gaze, joint attention, and facial recognition skills. This randomized control trial included school-aged children meeting educational criteria for autism (N = 31). Results demonstrated that participants who received the intervention improved their affect recognition and mentalizing skills, as well as their social skills. These findings suggest that, by targeting face-processing skills, computer-based interventions may produce changes in broader cognitive and social-skills domains in a cost- and time-efficient manner.
authors.affiliation: Moorpark Unified School District, 5297 Maureen Lane, Moorpark, CA, 93021, USA, lrice@mrpk.org.
authors.forename: Linda Marie
authors.initials: LM
authors.lastname: Rice
authors.forename: Carla Anne
authors.initials: CA
authors.lastname: Wall
authors.forename: Adam
authors.initials: A
authors.lastname: Fogel
authors.forename: Frederick
authors.initials: F
authors.lastname: Shic
mesh_terms: D000067877:Autism Spectrum Disorder / Q000628:therapy*; D002648:Child; D002675:Child, Preschool; D003194:Computer-Assisted Instruction; D004644:Emotions; D005149:Facial Expression; D005260:Female; D006801:Humans; D008297:Male; D021641:Recognition, Psychology; D066107:Social Skills; D013334:Students / Q000523:psychology; D056345:Theory of Mind