Effect of “Let's Face It” Computer Game on Improving Face Recognition Skills in Patients with Autism Spectrum Disorders

Document Type : Original Article (s)

Authors

1 Associate Professor, Behavioral Sciences Research Center AND Department of Psychiatry, School of Medicine, Isfahan University of Medical Sciences, Isfahan, Iran

2 Student of Medicine, School of Medicine AND Student Research Committee, Isfahan University of Medical Sciences, Isfahan, Iran

3 Assistant Professor, Department of Biostatistics, School of Medicine, Isfahan University of Medical Sciences, Isfahan, Iran

4 Lecturer, Isfahan Payame Noor University, Isfahan, Iran

Abstract

Background: Autism is a complex social-relations type developmental disorder that its main cause is unknown. Complete inability to recognize faces is one of the serious problems in these patients. This study aimed to determine the effect of “Let's Face It” (LFI) educational software in improving face cognitive skills in children with autism.Methods: 33 patients with autism, including 17 case in intervention and 16 in control groups, were studied. After obtaining the consent from the parents, the intervention group underwent “Let's Face It” training program for 20 hours and both the groups received the training programs consistent with autistic centers. At the end, both the groups were tested using “Let's Face It” application and the results were compared using t test and analysis of covariances.Findings: Most of the studied areas, the expressed emotional states (tap link) (P = 0.003), the identity of the parts (monkey links) (P = 0.003), the immediate memory for faces (zebra link) (P = 0.032), the face-latency mode (rhinoceros link) (P = 0.015) and the size of face (stork link) (P = 0.043) significantly increased in the intervention group. However, Ther was not any significant change in any of the the studied areasin the control group (P > 0.050). According to “Let's Face It” software, only the face-latency mode (rhinoceros link) was significantly higher in the intervention group compared to the control group.Conclusion: This study indicated that the use of educational software such as “Let's Face It” can be effective in education of patients with autism and face recognition; this can lead to improve the treatment of these patients.

Keywords

References

  1. Tonacci A, Billeci L, Tartarisco G, Ruta L, Muratori F, Pioggia G, et al. Olfaction in autism spectrum disorders: A systematic review. Child Neuropsychol 2015; 1-25. [Epub ahead of print].
  2. Science Daily. Mother is just another face in the crowd to autistic children. University of Washington [Online]. [cited 2001 Apr 20]; Available from: URL: https://www.sciencedaily.com/releases/2001/04/010418072256.htm
  3. Zander E. An introduction to autism. Stockholm, Sweden: Handikapp and Habilitering, 2005. p. 2-12.
  4. Smith B. Cartoon trains teach autistic children about emotions [Online]. [cited 2010 Jan 7]; Available from: URL:http://www.smh.com.au/national/cartoon-trains-teach-autistic-children-about-emotions-20100106-ludl.html
  5. Dautenhahn K, Billard A. Games children with autism can play with robota, a humanoid robotics doll. In: Keates S, Langdon PM, Clarkson PJ, Robinson P, editors. 1st ed. Cambridge Workshop on Universal Access and Assistive Technology(CWUAAT). London, UK: Universal Access and Assistive Technology, Springer-Verlag; p. 179-90.
  6. Ramdoss S, Machalicek W, Rispoli M, Mulloy A, Lang R, O'Reilly M. Computer-based interventions to improve social and emotional skills in individuals with autism spectrum disorders: a systematic review. Dev Neurorehabil 2012; 15(2): 119-35.
  7. Kane JL. Exploration of computer game interventions in improving Gaze following behavior in children with autism spectrum disorder [Thesis]. Blacksburg, VA: Virginia Polytechnic Institute, Virginia State University; 2011. p. 2-8.
  8. Tanaka JW, Wolf JM, Klaiman C, Koenig K, Cockburn J, Herlihy L, et al. Using computerized games to teach face recognition skills to children with autism spectrum disorder: the Let's Face It! program. J Child Psychol Psychiatry 2010; 51(8): 944-52.
  9. Farran EK, Branson A, King BJ. Visual search for basic emotional expressions in autism; impaired processing of anger, fear and sadness, but a typical happy face advantage. Res Autism Spectr Disord
  10. ; 5: 455-62.
  11. Nasseh H. With autism from diagnosis to treatment. 3rd ed. Tehran, Iran: Danjeh Publications; 2015. [In Persian].
  12. Sadock BJ, Sadock VA. Kaplan and Sadock's synopsis of psychiatry: Behavioral sciences/clinical psychiatry. 10th ed. Philadelphia, PA: Lippincott Williams and Wilkins; 2007.
  13. Kahana-Kalman R, Goldman S. Intermodal matching of emotional expressions in young children with autism. Res Autism Spectr Disord 2008; 2(2): 301-10.
  14. da Fonseca D, Santos A, Bastard-Rosset D, Rondan C, Poinso F, Deruelle C. Can children with autistic spectrum disorders extract emotions out of contextual cues? Res Autism Spectr Disord 2009; 3(1): 50-6.
  15. Krysko KM, Rutherford MD. A threat-detection advantage in those with autism spectrum disorders. Brain Cogn 2009; 69(3): 472-80.
  16. Schultz RT. Developmental deficits in social perception in autism: the role of the amygdala and fusiform face area. Int J Dev Neurosci 2005; 23(2-3): 125-41.
Journal of Isfahan Medical School
Volume 33, Issue 365 - Serial Number 365
November and December 2016
Pages 2279-2287

Files

History

  • Receive Date: 07 September 2015
  • Revise Date: 02 June 2024
  • Accept Date: 06 April 2022

Share

How to cite

Statistics