Intervention of Emotion Recognition for Children with High-functioning Autism: A Case Study

Abstract

Objective: To explore intervention approaches of emotional recognition on children with high-functioning autistic spectrum disorder (ASD) and examine the effect of the whole interventional program this study adopted. Methods: Design an interventional program, which contains five links of ‘Let’s learn’, ‘Let’s recognize’, ‘Let’s find out’, ‘Let’s match’ and ‘Let’s say it’. Through a single-subject experimental design, use visual multimedia materials (including pictures of human facial expression, pictures of cartoon facial expression, situational micro-video) to intervene the recognition of emotion to a seven-year-old child with high-functional ASD for four weeks and record it. Results: There was a significant instant improvement of six basic emotion, sustaining improvement slightly decreased compared with instant. Conclusion: The interventional program of emotion recognition this study proposed can effectively improve the ability of emotion recognition in the children with high-function ASD.