Using computerized games to teach face recognition skills to children with autism spectrum disorder: the Let's Face It! program.
Using computerized games to teach face recognition skills to children with autism spectrum disorder: the Let's Face It! program.
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使用电脑游戏向患有自闭症谱系障碍的儿童教授面部识别技能：“让我们面对现实吧！”
DOI：
10.1111/j.1469-7610.2010.02258.x
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发表时间：
2010
期刊：
影响因子：
--
通讯作者：
Schultz,RobertT
中科院分区：
文献类型：
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作者：
Tanaka,JamesW;Wolf,JulieM;Klaiman,Cheryl;Koenig,Kathleen;Cockburn,Jeffrey;Herlihy,Lauren;Brown,Carla;Stahl,Sherin;Kaiser,MarthaD;Schultz,RobertT
背景：新出现的证据表明，与正常发育的儿童相比，自闭症儿童在识别面部身份的能力方面受到选择性的损害。一个关键的问题是，是否可以通过直接的训练干预来提高人脸识别技能。方法：在一项随机的临床试验中，对被诊断为自闭症谱系障碍的儿童进行了一系列分测试(让我们面对它！技能电池)来测试人脸和物体的处理能力。面部处理能力明显受损的参与者被分配到治疗组或等待名单组。治疗组(N=42)儿童接受了20小时的面部训练，让我们面对它！(LFI！)基于计算机的干预。LFI！计划由七个互动电脑游戏组成，目标是与自闭症相关的特定面部损伤，包括通过表情、视点和特征的图像变化识别身份、分析和整体面部处理策略以及关注眼睛区域的信息。结果：相对于对照组(N=37)，面孔训练组儿童在嘴部特征的分析性识别和基于眼睛特征的面孔整体再认方面表现出可靠的改善。结论：这些结果表明，相对短期的干预计划可以显著提高自闭症儿童的面孔识别技能。作为一种治疗面部加工缺陷的方法，让我们面对它！计划的优势是免费的，适应个别孩子的特定学习需求，适合家庭和学校应用。
Background:An emerging body of evidence indicates that relative to typically developing children, children with autism are selectively impaired in their ability to recognize facial identity. A critical question is whether face recognition skills can be enhanced through a direct training intervention.Methods:In a randomized clinical trial, children diagnosed with autism spectrum disorder were pre‐screened with a battery of subtests (theLet’s Face It!Skills battery) examining face and object processing abilities. Participants who were significantly impaired in their face processing abilities were assigned to either a treatment or a waitlist group. Children in the treatment group (N= 42) received 20 hours of face training with theLet’s Face It!(LFI!) computer‐based intervention. TheLFI!program is comprised of seven interactive computer games that target the specific face impairments associated with autism, including the recognition of identity across image changes in expression, viewpoint and features, analytic and holistic face processing strategies and attention to information in the eye region. Time 1 and Time 2 performance for the treatment and waitlist groups was assessed with theLet’s Face It!Skills battery.Results:The main finding was that relative to the control group (N= 37), children in the face training group demonstrated reliable improvements in their analytic recognition of mouth features and holistic recognition of a face based on its eyes features.Conclusion:These results indicate that a relatively short‐term intervention program can produce measurable improvements in the face recognition skills of children with autism. As a treatment for face processing deficits, theLet’s Face It!program has advantages of being cost‐free, adaptable to the specific learning needs of the individual child and suitable for home and school applications.