AN APPLICATION OF COMPUTER-BASED TRAINING ON EMOTION DISCRIMINATION IN CHILDREN WITH AUTISM: A COMPARISON TO NON-COMPUTER-BASED TRAINING
by Amy Schrembs

Abstract: 
The efficacy of the computer software program FaceSay™ in helping to teach discrimination between emotions correlated with facial expressions was evaluated in comparison to non-computer-based training on a multiple baseline schedule in low functioning children ages 7-11 (n=7), diagnosed with autism. The participants were assessed on their ability to correctly match emotion labels to pictures of emotional affect using the Ekman and Friesen (1976) series of photographs. The data indicate a general improvement in the participants ability to discriminate emotional states based on facial expression, although in some participants the level of improvement was greater than others. The data also generally shows a greater improvement in the abilities of participants who completed more sessions of the computer-based instruction. Conclusiveness of the computer program’s exclusive effects on recognition of emotion in facial expression however is challenged by observed increases in recognition abilities following baseline sessions of instruction in some participants. Overall, the results suggests that protracted exposure to the Facesay™ program will likely produce an increase in the ability of children with autism to discriminate facial expressions.

Demonstration and Evaluation of Avatar Assistant:
Encouraging Social Development in Children with Autism Spectrum Disorders
Maria Hopkins, PhD
Fred Biasini, PhD
The University of Alabama at Birmingham

The overall purpose of our third study was to determine if a computer-based social skills intervention for children with autism or Asperger Syndrome is effective in improving specific social skills.

View the PowerPoint presentation given at UA Tuscaloosa

Specific Aims:
- The study investigated the effects of an avatar assistant on children with ASD’s emotional cognition.
- The study examined the social skills effects of the intervention.

Measures:
- Social Skills Rating System
- Social Skills Observation
- Emotional Cognition
- Kaufman Brief Intelligence Test (KBIT)
- Childhood Autism Rating Scale
- Benton Test of Facial Recognition

Participants:
- Children with autism (n=25) or Asperger Syndrome (n=24)
- Diagnosis based on DSM-IV criteria
- Age range 6-15 (M = 10.17)
- 44 boys; 5 girls
- Mitchell’s Place, Glenwood, Shelby County schools

Intervention and Control:
- FaceSay and Tux Paint
- 12 sessions (2 per week for 30 minutes)
- One child per computer
- 1-2 research assistants
- Touch screens
- Attendance rates >83% (10 sessions)
- Rewards

Participant Demographics:
Group:             Autism                       Aspergers
Variable:   Training   Control      Training   Control
Age            10.31      10.57           10.05        9.85
                 (3.31)      (3.20)          (2.30)      (2.87)
IQ              55.09       54.79           91.88      93.04
                (20.91)    (16.41)         (19.54)    (25.47)
CARS          36.64       36.92           34.01      35.03
                 (3.93)       (5.79)          (5.26)     (5.22)

Results 1:  Emotion Recognition
Group:             Autism                       Aspergers
Measure     Control   Training      Control   Training
Adjusted       5.23       6.53             6.79        8.7
Means of       (p < 0.05)                    (p < 0.05)
Emotion
Recognition
Autism:    Total emotional skills, F(1, 21) = 6.40,  p < 0.05
Asperger: Total emotional skills, F(1, 20) = 23.04,  p < 0.001

Post hoc analysis: 
R2 = 0.873, F(3, 21) = 55.96, p < 0.001
Higher KBIT scores and pre-test Emotion Composite scores were related to higher post-test Emotion Composite scores.

Results 2:  Facial Recognition
Group:             Autism                       Aspergers
Measure     Control   Training      Control   Training
Adjusted    12.84        14.48         15.42      18.41
Means of       (p > 0.05)                    (p < 0.05)
Facial
Recognition
Autism:     Benton-Short form F(1, 21) = 0.69, p > 0.05
Asperger:  Benton-Short form F(1, 20) = 8.29, p < 0.01

Results 3:  Parent Reported Social Skills
Group:             Autism                       Aspergers
Measure     Control   Training      Control   Training
Adjusted    58.51        64.99         62.27       67.77
Means of       (p < 0.05)                    (p = 0.05)
Social
Skills
Rating
Autism:     SSRS, F(1, 21) = 10.36,  p < 0.05
Asperger:  SSRS, F(1, 20) = 4.36,  p = 0.05

Results 4:  Observed Social Skills
Group:             Autism                       Aspergers
Measure     Control   Training      Control   Training
Adjusted      11.04        9.6           10.46      7.54
Means of      (p < 0.05)                    (p < 0.05)
Social
Skills
Observation
Autism:    F(1, 21) = 5.05,  p < 0.05
Asperger: F(1, 20) = 13.61, p < 0.001

Post hoc analysis: 
R2 = 0.209, F(3, 21) = 3.12, p < 0.05
Higher CARS scores (e.g. more autism symptoms) were related to higher post-test Social Skills Observation scores (e.g. more inappropriate social interactions)

Acknolwedgements
Autism Lab
Symbionica
Dr. Franklin R. Amthor
Civitan International
Mitchells' Place
Glenwood