Using technology-based learning tool to train facial expression recognition and emotion understanding skills of Chinese pre-schoolers with autism spectrum disorder

Shudong Zhang; Xuenan Xia; Simeng Li; Lili Shen; Junli Liu; Libo Zhao; Chunhui Chen

doi:10.1080/20473869.2019.1656384

Using technology-based learning tool to train facial expression recognition and emotion understanding skills of Chinese pre-schoolers with autism spectrum disorder

Int J Dev Disabil. 2019 Sep 5;65(5):378-386. doi: 10.1080/20473869.2019.1656384.

Authors

Shudong Zhang¹, Xuenan Xia¹, Simeng Li², Lili Shen¹, Junli Liu¹, Libo Zhao³, Chunhui Chen⁴

Affiliations

¹ Faculty of Education, Beijing Normal University, Beijing, China.
² Special Education, Disability, and Risk Studies Gevirtz Graduate School of Education, University of California, Santa Barbara, CA, USA.
³ Department of Psychology, BeiHang University, Beijing, China.
⁴ National Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, China.

Abstract

Objectives: Given the pervasiveness of emotional and behavioral deficits of individuals with Autism Spectrum Disorders (ASD), there is a pressing need for effective interventions to address their difficulties on Facial Expression Recognition and Emotion Understanding (FER/EU). Qunatiandi, a structured, app-based intervention program that is designed for Chinese children with ASD was utilized in this study. Three young children (two girls and one boy; age M = 4.94 years) completed an 8-week one-on-one intervention in a rehabilitation center setting. It was hypothesized that the three children would show greater progress in their FER/EU. Methods: In this study, a modified multiple probe across the program phases design was used; the dependent variable was the percentage of unprompted correct receptive identification responses for FER/EU tests during instruction and probes. Data were taken during baseline, the endpoint of instruction sessions, and a maintenance stage followed by intervention termination. Results: Findings of the study revealed that all participants demonstrated significant improvements in social acuity, gains were mostly achieved on emotion distinguishing and understanding (above 80% of accuracy). A similar scoring pattern was also found in the maintenance probe phase. Conclusion: The study is one of only a few early intervention projects to improve FER/EU skills for children with ASD using an app-based intervention. The results demonstrated that children with ASD can experience increases in emotion distinguishing and understanding skills. Maintenance probe results showed that the interventional effect can be maintained for a period of time after intervention.

Keywords: Autism Spectrum Disorders; emotion skills; facial expression; recognition.

Grants and funding

The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: Beijing Education and Science Project 2013 (ABA13014); the key project of Ministry of Education (DBA130218); 2018 Comprehensive Discipline Construction Fund of Faculty of Education, Beijing Normal University; the Fundamental Research Funds for the Central Universities.