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Recognition of Emotions from Situational Contexts and the Impact of a Mind Reading Intervention in Children with Autism Spectrum Disorder.
Child Psychiatry Hum Dev. 2022 06; 53(3):418-429.CP

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.

Authors+Show Affiliations

Psychology Department, Loyola University Chicago, 1032 W. Sheridan Road, Chicago, IL, 60660, USA. ddavids@luc.edu.Waisman Center, University of Wisconsin-Madison, Madison, WI, 53705, USA.Psychology Department, Loyola University Chicago, 1032 W. Sheridan Road, Chicago, IL, 60660, USA.Psychology Department, Loyola University Chicago, 1032 W. Sheridan Road, Chicago, IL, 60660, USA.

Pub Type(s)

Journal Article

Language

eng

PubMed ID

33599886

Citation

Davidson, Denise, et al. "Recognition of Emotions From Situational Contexts and the Impact of a Mind Reading Intervention in Children With Autism Spectrum Disorder." Child Psychiatry and Human Development, vol. 53, no. 3, 2022, pp. 418-429.
Davidson D, Hilvert E, Winning AM, et al. Recognition of Emotions from Situational Contexts and the Impact of a Mind Reading Intervention in Children with Autism Spectrum Disorder. Child Psychiatry Hum Dev. 2022;53(3):418-429.
Davidson, D., Hilvert, E., Winning, A. M., & Giordano, M. (2022). Recognition of Emotions from Situational Contexts and the Impact of a Mind Reading Intervention in Children with Autism Spectrum Disorder. Child Psychiatry and Human Development, 53(3), 418-429. https://doi.org/10.1007/s10578-021-01139-0
Davidson D, et al. Recognition of Emotions From Situational Contexts and the Impact of a Mind Reading Intervention in Children With Autism Spectrum Disorder. Child Psychiatry Hum Dev. 2022;53(3):418-429. PubMed PMID: 33599886.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Recognition of Emotions from Situational Contexts and the Impact of a Mind Reading Intervention in Children with Autism Spectrum Disorder. AU - Davidson,Denise, AU - Hilvert,Elizabeth, AU - Winning,Adrien M, AU - Giordano,Michael, Y1 - 2021/02/18/ PY - 2021/02/02/accepted PY - 2021/2/19/pubmed PY - 2022/5/18/medline PY - 2021/2/18/entrez KW - Autism spectrum disorder KW - Basic and self-conscious emotions KW - Children KW - Emotion recognition KW - Mind reading intervention SP - 418 EP - 429 JF - Child psychiatry and human development JO - Child Psychiatry Hum Dev VL - 53 IS - 3 N2 - 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. SN - 1573-3327 UR - https://www.unboundmedicine.com/medline/citation/33599886/Recognition_of_Emotions_from_Situational_Contexts_and_the_Impact_of_a_Mind_Reading_Intervention_in_Children_with_Autism_Spectrum_Disorder_ L2 - https://doi.org/10.1007/s10578-021-01139-0 DB - PRIME DP - Unbound Medicine ER -