Trends in psychiatry and psychotherapy · 2024
Emotion comprehension and sociocognitive skills in children with high functioning autism spectrum disorders.
СтатьяНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Santana Vitoria Santos, Marchezan Josemar, Scheibe Denise Bisolo, Bücker Joana
Аннотация
OBJECTIVE: This study aimed to compare sociocognitive skills and emotion comprehension between children with autism spectrum disorder (ASD) and children with neurotypical development.
METHODS: This quantitative, cross-sectional, controlled study involved 19 children in each group, matched by age (6-12 years) and sex. The assessments examined cognitive aspects (Intelligence Quotient was assessed using the Vocabulary and Matrix Reasoning subtests; working memory using the digit span and letter-number sequencing subtests; attention using the Continuous Performance Test - Identical Pairs; and executive functions using the Trail Making Test), social functions (Children's Social Skills, Behavior Problems, and Academic Competence Inventory), and emotion comprehension (language was assessed using the Strange Stories Test; emotional facial expressions using the digital emotion comprehension test; emotional/affective prosody using the Profiling Elements of Prosody in Speech-Communication - Brazilian Portuguese adapted version).
RESULTS: The group with ASD exhibited better performance in executive functions (p = 0.02). However, they lagged the control group in social skills (p = 0.04), behavior problems (p = 0.03), and emotion comprehension (language, facial expressions, and prosody) (all p < 0.05).
CONCLUSION: The findings indicate that children with ASD have diminished performance in social skills and emotion comprehension compared to children with neurotypical development. Therefore, the development of technologies and/or therapeutic interventions that address these deficits among children with ASD is recommended.
METHODS: This quantitative, cross-sectional, controlled study involved 19 children in each group, matched by age (6-12 years) and sex. The assessments examined cognitive aspects (Intelligence Quotient was assessed using the Vocabulary and Matrix Reasoning subtests; working memory using the digit span and letter-number sequencing subtests; attention using the Continuous Performance Test - Identical Pairs; and executive functions using the Trail Making Test), social functions (Children's Social Skills, Behavior Problems, and Academic Competence Inventory), and emotion comprehension (language was assessed using the Strange Stories Test; emotional facial expressions using the digital emotion comprehension test; emotional/affective prosody using the Profiling Elements of Prosody in Speech-Communication - Brazilian Portuguese adapted version).
RESULTS: The group with ASD exhibited better performance in executive functions (p = 0.02). However, they lagged the control group in social skills (p = 0.04), behavior problems (p = 0.03), and emotion comprehension (language, facial expressions, and prosody) (all p < 0.05).
CONCLUSION: The findings indicate that children with ASD have diminished performance in social skills and emotion comprehension compared to children with neurotypical development. Therefore, the development of technologies and/or therapeutic interventions that address these deficits among children with ASD is recommended.