Reduced Recognition of Dynamic Facial Emotional Expressions and Emotion-Specific Response Bias in Children with an Autism Spectrum Disorder

Evers, Kris; Steyaert, Jean; Noens, Ilse; Wagemans, Johan

doi:10.1007/s10803-014-2337-x

Cited by 64 publications

(55 citation statements)

References 39 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The significant ASD 9 Gender interaction (F 1,44 = 8.46; p \ .01) further indicated that, within the ASD group, women had lower empathizing values than men. This outcome indicates that the self-reported desire to identify someone's mental state and to act in accordance with this information (Auyeung et al 2009) was less strong in the people with ASD than in our TD control group c Consistent with previous research (e.g., Evers et al 2015), no significant group-level differences were found on the systemizing questionnaire d No group-level differences on IQ, given that both groups (ASD and TD participants) were matched on this variable e We found a significant main effect of Group on the overall score of executive functioning. People with ASD (in comparison with the TD control group) scored significantly worse on both summarizing indices scores: behavioral regulation and metacognition.…”

Section: Procedures (Fig 2)supporting

confidence: 88%

“…The differences in perceptual organization between people with or without ASD were reported to be most pronounced when observing or interpreting complex, socially relevant information (BaronCohen 1995;Evers et al 2015). Moreover, people with ASD were found to show a diminished social interest compared to TD participants (Chevallier et al 2012).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

In the Eye of the Beholder: Rapid Visual Perception of Real-Life Scenes by Young Adults with and Without ASD

Vanmarcke

Mullin

Hallen

et al. 2016

J Autism Dev Disord

Self Cite

View full text Add to dashboard Cite

Typically developing (TD) adults are able to extract global information from natural images and to categorize them within a single glance. This study aimed at extending these findings to individuals with autism spectrum disorder (ASD) using a free description open-encoding paradigm. Participants were asked to freely describe what they saw when looking at briefly presented real-life photographs. Our results show subtle but consistent group-level differences. More specifically, individuals with ASD spontaneously reported the presence of people in the display less frequently than TD participants, and they grasped the gist of the scene less well. These findings argue for a less efficient rapid feedforward processing of global semantic aspects and a less spontaneous interpretation of socially salient information in ASD.

show abstract

Section: Procedures (Fig 2)supporting

confidence: 88%

Section: Introductionmentioning

confidence: 99%

In the Eye of the Beholder: Rapid Visual Perception of Real-Life Scenes by Young Adults with and Without ASD

Vanmarcke

Mullin

Hallen

et al. 2016

J Autism Dev Disord

Self Cite

View full text Add to dashboard Cite

show abstract

“…Emotion recognition skills are important parts of communication and children's social-emotional development. In contrast to typically developing (TD) children, children with neurodevelopmental disorders often face difficulties in the development of emotion recognition skills which are linked to the development of social competence, peer relations and self-esteem (Evers et al 2015). Emotion recognition abilities are complex set of skills, which are also affected by an individual's linguistic and cognitive abilities (Keltner et al 2014: 187-194).…”

Section: Introductionmentioning

confidence: 99%

The role of linguistic and cognitive factors in emotion recognition difficulties in children with ASD, ADHD or DLD

Löytömäki

Ohtonen

Laakso

et al. 2019

Intl J Lang & Comm Disor

View full text Add to dashboard Cite

Background Many children with neurodevelopmental disorders such as autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD) or developmental language disorder (DLD) have difficulty recognizing and understanding emotions. However, the reasons for these difficulties are currently not well understood. Aims To compare the emotion recognition skills of children with neurodevelopmental disorders as well as those children's skills with the skills of their typically developing (TD) age peers. Also, to identify the role of underlying factors in predicting emotion recognition skills. Methods & Procedures The 6–10‐year‐old children (n = 50) who participated in the study had either ASD, ADHD or DLD and difficulties recognizing emotions from face and/or in voice. TD age peers (n = 106) served as controls. Children's skills were tested using six forced‐choice tasks with emotional nonsense words, meaningful emotional sentences, the FEFA 2 test, photographs, video clips and a task in which facial expressions and tones of voice had to be matched. Expressive vocabulary, rapid serial naming, auditory and visual working memory and Theory of Mind skills were explored as possible explanatory factors of the emotion recognition difficulties of the diagnosed children. Outcomes & Results Children with ASD, ADHD or DLD did not significantly differ from each other in their linguistic or cognitive skills. Moreover, there were only minor differences between children with these diagnoses in recognizing facial expressions and emotional tone of voice and matching the two. The only significant difference was that children with ADHD recognized facial expressions in photographs better than children with DLD. The participants with diagnoses scored significantly lower than the controls in all but one emotion recognition tasks presented. According to the linear regression analysis, first‐order Theory of Mind skills predicted the delay relative to typical development in the recognition of facial expressions in the FEFA 2 test, and expressive vocabulary and working memory skills together predicted the delay in the recognition of emotions in the matching task. Conclusions & Implications Children with ASD, ADHD or DLD showed very similar emotion recognition skills and were also found to be significantly delayed in their development of these skills. Some predictive factors related to linguistic and cognitive skills were found for these difficulties. Information about impaired emotion recognition and underlying linguistic and cognitive skills helps to select intervention procedures. Without this information, therapy might unnecessarily focus on only symptoms.

show abstract

“…Evers et al . () reports that ToM deficits contribute to the inability to engage in pretend play and read social cues. Occupational therapists using interventions aimed at addressing ToM deficits through the use of social stories, scripts and roleplays with peers in the school environment may help develop their skills and increase framing and suspension of reality.…”

Section: Discussionmentioning

confidence: 99%

“…Literature suggests that most children with ASD lack skills in relation to framing (Corbett, Newsom, Key, Qualls & Edmiston, ; Evers, Steyaert, Noens & Wagemans, ). They have difficulties in understanding and expressing emotions and providing eye contact during peer‐to‐peer interactions (Evers et al .). Bauminger‐Zviely and Agam‐Ben‐Artzi and Gunn et al .…”

Section: Introductionmentioning

confidence: 99%

The play skills of children with high‐functioning autism spectrum disorder in peer‐to‐peer interactions with their classmates: A multiple case study design

Vousden

Wilkes‐Gillan

Cordier

et al. 2018

Aus Occup Therapy J

View full text Add to dashboard Cite

Background/aim Children with ASD are known to have lower play skills than their typically developing peers. However, the play skills of children with ASD are rarely investigated using observational measures in the context of their everyday peer‐to‐peer play interactions. To explore the play skills of children with ASD and their aged matched classmates during a peer‐to‐peer play interaction. Methods Using convenience sampling, four children with ASD (5–11 years) attending mainstream schools were recruited for this multiple case design study. Each child with ASD was paired with one of their aged matched typically developing classmates. Children's play skills were measured using the Test of Playfulness (ToP). Additional case data were collected through teacher‐reported social skills and behaviours. Rasch analysis was utilised to convert raw ToP scores into an interval level overall score for each child. Children's individual ToP item scores, social skills and behaviours are presented by case. Results The two children with ASD who had the highest ToP scores, also had the highest teacher‐reported social skills. All children with ASD had greatest difficulty on ToP items reflecting suspension of reality and framing. Two children with ASD had higher ToP scores than their classmate. In these two cases, the classmates had similar play skills of children with ASD. Conclusion The play skills of children with ASD varied by case. Across the cases, teacher‐reported social skills, classmate age and existence of friendship between children were all factors observed to influence play. These findings require replication and investigation in larger scale studies.

show abstract

Reduced Recognition of Dynamic Facial Emotional Expressions and Emotion-Specific Response Bias in Children with an Autism Spectrum Disorder

Cited by 64 publications

References 39 publications

In the Eye of the Beholder: Rapid Visual Perception of Real-Life Scenes by Young Adults with and Without ASD

In the Eye of the Beholder: Rapid Visual Perception of Real-Life Scenes by Young Adults with and Without ASD

The role of linguistic and cognitive factors in emotion recognition difficulties in children with ASD, ADHD or DLD

The play skills of children with high‐functioning autism spectrum disorder in peer‐to‐peer interactions with their classmates: A multiple case study design

Contact Info

Product

Resources

About