International Meeting for Autism Research (London, May 15-17, 2008): A longitudinal study with autistic spectrum disorder children following a structured program of emotion understanding
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A longitudinal study with autistic spectrum disorder children following a structured program of emotion understanding

Friday, May 16, 2008
Champagne Terrace/Bordeaux (Novotel London West)
E. Thommen , Eesp, University of Fribourg and University of Applied Sciences WesternSwitzerland of Lausanne, Switzerland, Lausanne, Switzerland
A. Guidoux , University of Fribourg and University of Applied Sciences WesternSwitzerland of Lausanne (EESP), Switzerland, Lausanne, Switzerland
M. Pachoux , Ecole pour Enfants Atteints d'Autisme, Lausanne, Switzerland, Lausanne, Switzerland
Background: In the literature, it has been often demonstrated that children with ASD encounter difficulties in expressing and understanding emotions (Celani et al., 1999; Thommen et al., 2004), in understanding theory of mind (Yirmiya et al, 1998) and in executive functions (Ozonoff, at al 1991). However, the ability of understanding emotions seems to develop over time and Howlin et al. (1999) postulate that educational programs aimed at the development of this ability.

Objectives: The aim of our research is to follow longitudinally the evolution of children with ASD who are following a structured program of emotional teaching in a specialised school.

Methods: An extensive evaluation was carry on through three sessions through one year and a half. Eight children with ASD (7- to 15-years old) participate in the study, all evaluated with WISCIII and diagnosed with DSMIV criterion. 62 children from 4- to 8-years old were examined with the same evaluation as control. The evaluation contains seven tasks : 1) the understanding of emotions (recognition of emotional facial expressions, attribution of emotions to stories, Reilly & Delehanty,1997) and the empathy reaction to distress, 2) the theory of mind (Sally and Ann and “diverse thinking task”, Peterson, et al. 2005), 3) and executive functions (2 items from BADS, Wilson at al, 1996).

Results: Our results reveal that children with ASD are able to recognize some of the basic emotions from faces. The exercise made at school seems to be generalized in the research situation. We do not found evolution in others tasks. Comparison with typical developing children shows impairment in executive functions and theory of mind but less in emotional understanding.

Conclusions: The evaluation seems showing acquisition of emotional concept in children with ASD through school structures learning. Discussion will be given on methodological aspects as comparison with typical developmental children and tasks used for the evaluation.

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