An Intervention Study Of Turn-Based Teaching On The Emotion Recognition Ability Of Children With Autism

The two core characteristics of autistic children(ASD)are expressed in social interaction disorders and stereotypical behaviors.Social interaction disorders are mainly manifested in the inability to understand social information,especially the emotions of others.Emotions are an important medium that humans use to transmit information,and provide an important channel for individuals to correctly and completely understand the social environment.Therefore,emotional problems of ASD children are the main cause of social interaction disorders,which seriously affect the development of social skills in these children.Therefore,this study used discrete trial training strategies to intervene in the emotional recognition ability of children with ASD by using emotional dynamic graphs,emotional videos,and emotional audio as interventional materials.The main content is divided into two parts as follows.The first part involved the selection and evaluation of experimental materials.First,looked for graduate students were asked to take emotional dynamics pictures,and downloaded open source emotional videos and audios files from the internet.Then searched for graduate students who were majoring in psychology to conduct the first round of screening of these materials.Next,the screened materials are all compiled into the E-Prime software.Then,graduate and elementary school students were respectively evaluated for the type of materials and the intensity of emotions.Finally,materials classified with E-prime with an emotional type approval rate of 70% or more and emotional strength of five or more were used.The second part involved intervening in ability of autistic children to recognize the four basic emotions(happiness,sadness,anger and fear)by using discrete trial training,and screening and rating materials,to explore whether the intervention effort was effective.Participants were selected from two schools,a special education school and a general school in Nanjing.The design of experimental and control groups was used to match the subjects' age and IQ and establish four groups: ASD child intervention,ASD child control,and normal development(TD)child control groups.Eight weeks of intervention was provided for the four basic emotions of the intervention group for children with ASD(n=11),including the naming and matching of emotions.The results of the study showed that:(1)Before the intervention,the two groups of ASD children and TD children had significant differences in the naming,matching,andtotal scores of the three forms of intervention emotion dynamic graph,video,and audio.In addition,no significant difference was observed between the two groups of children with ASD;(2)After 8 weeks of intervention,ASD children intervention group were significantly higher than the ASD control group,which in the three intervention forms(emotional dynamic graph,video,and audio)of the naming,matching,and total score;(3)Six weeks after the end of the intervention,no significant difference was observed between the follow-up test scores of the ASD intervention group and the spost-test score,including naming,matching,and total scores on the emotion dynamic graphs,video,and audio.Research conclusion: The discrete trial training intervention of emotion dynamic graphs,video,and audio on the emotion recognition ability of ASD children has achieved good immediate and maintenance effects,and significantly improved their emotional recognition ability.