Discriminative Effects of Social Skills Training on Facial Emotion Recognition among Children with Attention-Deficit/Hyperactivity Disorder and Autism Spectrum Disorder.
- Author:
Ji Seon LEE
1
;
Na Ri KANG
;
Hui Jeong KIM
;
Young Sook KWAK
Author Information
- Publication Type:Original Article
- Keywords: Attention-deficit/hyperactivity disorder; Autism spectrum disorder; Social skills training; Facial recognition
- MeSH: Autism Spectrum Disorder*; Autistic Disorder*; Checklist; Child Behavior; Child*; Discrimination (Psychology); Facial Expression; Facial Recognition; Female; Humans; Intelligence; Male; Parents; Social Skills*
- From:Journal of the Korean Academy of Child and Adolescent Psychiatry 2018;29(4):150-160
- CountryRepublic of Korea
- Language:English
- Abstract: OBJECTIVES: This study investigated the effect of social skills training (SST) on facial emotion recognition and discrimination in children with attention-deficit/hyperactivity disorder (ADHD) and autism spectrum disorder (ASD). METHODS: Twenty-three children aged 7 to 10 years participated in our SST. They included 15 children diagnosed with ADHD and 8 with ASD. The participants' parents completed the Korean version of the Child Behavior Checklist (K-CBCL), the ADHD Rating Scale, and Conner's Scale at baseline and post-treatment. The participants completed the Korean Wechsler Intelligence Scale for Children-IV (K-WISC-IV) and the Advanced Test of Attention at baseline and the Penn Emotion Recognition and Discrimination Task at baseline and post-treatment. RESULTS: No significant changes in facial emotion recognition and discrimination occurred in either group before and after SST. However, when controlling for the processing speed of K-WISC and the social subscale of K-CBCL, the ADHD group showed more improvement in total (p=0.049), female (p=0.039), sad (p=0.002), mild (p=0.015), female extreme (p=0.005), male mild (p=0.038), and Caucasian (p=0.004) facial expressions than did the ASD group. CONCLUSION: SST improved facial expression recognition for children with ADHD more effectively than it did for children with ASD, in whom additional training to help emotion recognition and discrimination is needed.
