Using animated videos and prompt delay procedures to train children with autism to label situation-based emotions
Mississippi State University
Gadke, Daniel L.
Stratton, Kasee K.
Justice, Cheryl A.
McCleon, Tawny E.
Date of Degree
Original embargo terms
Complete embargo for 1 year||8/16/2021
Dissertation - Open Access
Doctor of Philosophy
College of Education
Department of Counseling, Educational Psychology and Foundations
Research has indicated that individuals with ASD have deficits in the ability to correctly identify and interpret the emotions and feelings of others. The ability to recognize the emotions of others has shown to be extremely beneficial in a number of ways. On the other hand, the inability to recognize the emotions of others has been linked to a number of negative outcomes, including inappropriate behaviors, as well as mental health, personal, social, and academic difficulties. The purpose of the current study was to extend the previous literature on effective strategies for teaching individuals with ASD to correctly label the situation-based emotions of others. Overall, the current study’s results suggest that an intervention package combining animated videos with prompt delay, error correction, and reinforcement procedures was effective in teaching participants the ability to label situation-specific emotions. Additionally, the current study’s results also supported the idea that individuals with ASD have stronger deficits in recognizing negative emotions, such as sad, mad, and afraid, as compared to positive emotions, such as happy. Future research should continue to focus on exploring the generalization and maintenance of these results.
Powell, Margaret, "Using animated videos and prompt delay procedures to train children with autism to label situation-based emotions" (2020). Theses and Dissertations. 4885.