Recognition of Emotions from Situational Contexts and the Impact of a Mind Reading Intervention in Children with Autism Spectrum Disorder

Overview

Journal Child Psychiatry Hum Dev

Specialties Pediatrics
Psychiatry

Date 2021 Feb 18

PMID 33599886

Citations 1

Authors

Denise Davidson

Elizabeth Hilvert

Adrien M Winning

Michael Giordano

Affiliations

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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.

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PMID: 36250598 PMC: 10280663. DOI: 10.1177/17470218221135585.

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