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Remedial and Special Education
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Using Assistive Technology to Teach Emotion Recognition to Students With Asperger Syndrome

A Pilot Study

Paul G. Lacava

University of Kansas, plack@ ku.edu

Ofer Golan

Department of Psychology, Bar-Ilan University, Israel

Simon Baron-Cohen

University of Cambridge

Brenda Smith Myles

Special Education Department at the University of Kansas

Many individuals with autism spectrum conditions (ASC) have difficulty recognizing emotions in themselves and others. The present pilot study explored the use of assistive technology to teach emotion recognition (ER) to eight children with ASC. Participants were between the ages of 8 and 11 years and had a diagnosis of Asperger syndrome (AS). ER testing was conducted using a computer at pre- and postintervention. The intervention consisted of 10 weeks of using the computer software Mind Reading: The Interactive Guide to EmotionsTM in either home or school settings. The results indicated that after intervention, participants improved on face and voice ER for basic and complex emotions that were in the software, as well as for complex voice ER for emotions not included in Mind Reading. The implications of these findings are discussed.

Remedial and Special Education, Vol. 28, No. 3, 174-181 (2007)
DOI: 10.1177/07419325070280030601
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Home page
 Am. J. PsychiatryHome page
K. Toth and B. H. King
Asperger's Syndrome: Diagnosis and Treatment
Am J Psychiatry, August 1, 2008; 165(8): 958 - 963.
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