| 000 | 01716cam a2200241 4500500 | ||
|---|---|---|---|
| 005 | 20250121055342.0 | ||
| 041 | _afre | ||
| 042 | _adc | ||
| 100 | 1 | 0 |
_aSellès, Hadjira _eauthor |
| 700 | 1 | 0 |
_a Pierre-Malen, Jean _eauthor |
| 700 | 1 | 0 |
_a Courty, Stéphanie _eauthor |
| 700 | 1 | 0 |
_a Mélan, Claudine _eauthor |
| 245 | 0 | 0 | _aDifferential social skills training effects in emotion recognition in children with ASD |
| 260 | _c2017. | ||
| 500 | _a67 | ||
| 520 | _aIn addition to low social motivation, children with Autism Spectrum Disorders (ASD) experience a deficit in social cognition. The present study investigated the incidence of Social Skills Training groups (SST) on emotion recognition abilities in children with ASD. Emotion recognition was tested in a task using video sequences of basic emotions. Children with ASD identified emotions at a rate comparable to normally developing children but they required more time to analyze the stimuli. Response time for emotion recognition was correlated with socio-adaptive assessment scores (VABS; Sparrow et al., 1984), the number of SST sessions was correlated with response time in happiness recognition, and missed answers in fear recognition were correlated with a systematization quotient, reflecting the ability to perform a detailed analysis of the environment. These findings stress the benefits of SST in children with ASD. | ||
| 690 | _aFacial Emotion Recognition | ||
| 690 | _aAutism Spectrum Disorder | ||
| 690 | _aSocial Skills Training | ||
| 690 | _aSocialisation | ||
| 786 | 0 | _nEnfance | o 4 | 4 | 2017-12-25 | p. 599-605 | 0013-7545 | |
| 856 | 4 | 1 | _uhttps://shs.cairn.info/journal-enfance2-2017-4-page-599?lang=en&redirect-ssocas=7080 |
| 999 |
_c472296 _d472296 |
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