|TITLE:||TECHNOLOGY EFFECTIVENESS ON EMOTION RECOGNITION IN STUDENTS WITH AUTISM SPECTRUM DISORDERS|
|PRINCIPLE INVESTIGATOR:||GORHAM, JULIE|
File Created: October 18, 2012|
Department Chair Action Date: November 8, 2012
Current Status: Expired. Final Status Report or Extension Needed.
|Confidentiality||Data are not linked to individuals|
STATEMENT OF PURPOSEThe purpose of this study is to determine if there is a correlation between the use of technology and teaching children with Autism Spectrum Disorders emotion recognition. Children with Autism often enjoy and excel in using technology, so this study will determine if through technology children can learn to recognize facial expression that a person exhibits when they are feeling a specific emotion. Through this study, I hope to determine if children with Autism can learn to recognize facial expressions related to emotions after exposure to specific technology
STATEMENT OF RESEARCH METHODOLOGYThe subjects will be given a pre-assessment to determine their current level of emotion recognition. They will be asked to identify the picture or emotion that correlates with a certain emotion. The subjects will then be exposed to two computer programs that focus on facial expressions in regards to emotions. The subjects will be exposed to these computer programs 2-3 times a week for 20 minutes per session. The computer programs focus on manipulating a computer generated face to show different emotions. The subjects will be able to manipulate different parts of the face to show how changes in the face show a change in emotion. The students will also be shown several different pictures and asked to identify the one showing a specific emotion. At the end of the study, the subjects will be given a post-assessment, similar to the pre-assessment, to determine if they were able to gain an understanding of facial expressions after using the computer programs.
ANTICIPATED RISKS AND BENEFITSThe risks anticipated are very minimal. The students involved are in a vulnerable group of individuals, being that they are all diagnosed with an Autism Spectrum Disorder. Due to the fact that they are more vulnerable, they are more likely to become dependent on the computer programs to recognize emotions and less able to generalize them into real-life settings. One benefit of this study is that it may be defined whether or not children with Autism can learn to recognize emotions after training with the computer programs. If this training is effective in helping children learn to recognize emotions, computer programs could be implemented into learning experiences for children with Autism in school and therapeutic settings, as well as at home. Children with Autism may learn to recognize emotions in others and adjust their actions to fit with how the person is feeling.
SUBJECT SELECTIONFor this study, there will be 3-5 subjects, aged 7-15. These subjects will be chosen at random from a set of children who are already identified as having Autism Spectrum Disorders. The subjects will be chosen from a rural Kansas City, MO public school. Participation will be voluntary with the parents or guardians of the children providing informed consent.
CONFIDENTIALITYParents and guardians of the subjects will be asked to sign an informed consent explaining the research, the purpose of the study and the potential risks to them and their child. The subjects will be given a pseudonym. Informed consent, names of participants, and data collected will be kept within a secure location.
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