Evaluation of a New Computer Intervention to Teach People with Autism or Asperger Syndrome to Recognize and Predict Emotions in Others
Evaluation of a New Computer Intervention to Teach People with Autism or Asperger Syndrome to Recognize and Predict Emotions in Others
复制标题
评估一种新的计算机干预方法，以教导自闭症或阿斯伯格综合症患者识别和预测他人的情绪
DOI：
10.1177/1362361301005003007
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发表时间：
2001
期刊：
影响因子：
5.2
通讯作者：
Peter Oakes
中科院分区：
文献类型：
--
作者：
Miriam Silver;Peter Oakes
这项随机对照试验着眼于一种新的计算机程序的效果，该程序旨在教自闭症谱系障碍患者更好地识别和预测他人的情绪反应。在两所特殊学校，11名患有自闭症或阿斯伯格综合症的儿童(年龄在12-18岁)参加了两组实验：一组在两周内使用计算机程序进行10次半小时的训练。程序内的数据显示，从第一次使用到最后一次使用的错误显著减少。学生们在干预前和干预后使用面部表情照片、描述充满情感的情况的漫画和非字面故事进行评估。分数与年龄或语言能力无关。与对照组相比，实验组在所有三项指标上都取得了进展。收益与使用计算机程序的次数显著相关，结果显示出积极的效果。进一步的研究可以评估这些收获是否推广到现实生活中，或者是否改善了心理理论测量的表现。
This randomized controlled trial looked at the effect of a new computer program designed to teach people with autistic spectrum disorders to better recognize and predict emotional responses in others. Two groups of 11 children (age 12-18) with autism or Asperger syndrome at two special schools participated: one group used the computer program for 10 half-hour sessions over 2 weeks. Within-program data showed a significant reduction in errors made from first to last use. Students were assessed pre- and post-intervention using facial expression photographs, cartoons depicting emotion-laden situations, and non-literal stories. Scores were not related to age or verbal ability. The experimental group made gains relative to the control group on all three measures. Gains correlated significantly with the number of times the computer program was used and results suggest positive effects. Further research could assess whether these gains generalized into real life or improved performance on theory of mind measures.