Effectiveness of a Short Computer-based Emotion Recognition Training in Different Patient Groups
13 avril 2021 mis à jour par: Prof. Christina Stadler
Compared Effectiveness of a Short Computer-based Emotion Recognition Training in Conduct Disorder and Autistic Spectrum Disorder Patients
Emotion recognition and regulation are necessary skills for social interaction.
Disrupted development of these processes severely interferes with socio-emotional development.
These difficulties are commonly reported in patients with Autistic Spectrum Disorder (ASD) or Conduct Disorder (CD), with the subsequent social/interpersonal difficulties.
The available evidence suggest that impaired emotion regulation processes might underlie the aggressive behaviours frequently observed in both disorders.
However, no study has yet investigated the presence of disorder-specific characteristics on emotion processing between these two disorders.
Different impaired emotion recognition difficulties may underlie the reported emotion dysregulation.
A practical implication of this is that given that both disorders have shown difficulties during emotion recognition processes, a short, computer-based intervention to improve emotion recognition might benefit both cases, even though their aetiologies might differ.
Aperçu de l'étude
Statut
Pas encore de recrutement
Les conditions
Intervention / Traitement
Description détaillée
For ASD patients, studies training facial emotion recognition have focused on increasing the active attention to the eye region, re-directing attention to facial features to facilitate facial emotion recognition.
Evidence shows positive results using computer-based emotion recognition training programs with young children and adolescents with ASD.
It has also been recently suggested that emotion recognition training may be a suitable intervention for patients with CD.
This would be supported by some preliminary evidence in patients with severe behavioural problems, young offenders and patients with CD + CU Traits.
The overall goal of this project is to investigate the compared impact of an emotion recognition training in patients with ASD or CD.
This goal can be subdivided into three separate subgoals: a) identify whether the training program is effective; b) identify whether the training program has differentiated or comparable effects between both patients groups and c) investigate individual characteristics that may help identify those individuals who would benefit most from the intervention.
This information is crucial to inform the design of more efficient treatments to differentially address the specific deficits associated to the disorders.
Type d'étude
Interventionnel
Inscription (Anticipé)
80
Phase
- N'est pas applicable
Contacts et emplacements
Cette section fournit les coordonnées de ceux qui mènent l'étude et des informations sur le lieu où cette étude est menée.
Coordonnées de l'étude
- Nom: Christina Stadler, Professor
- Numéro de téléphone: +41 61 325 51 11
- E-mail: Christina.stadler@upk.ch
Sauvegarde des contacts de l'étude
- Nom: Ana Cubillo, PhD
- Numéro de téléphone: +41 61 325 80 33
- E-mail: Ana.cubillo@upk.ch
Critères de participation
Les chercheurs recherchent des personnes qui correspondent à une certaine description, appelée critères d'éligibilité. Certains exemples de ces critères sont l'état de santé général d'une personne ou des traitements antérieurs.
Critère d'éligibilité
Âges éligibles pour étudier
10 ans à 18 ans (Enfant, Adulte)
Accepte les volontaires sains
Non
Sexes éligibles pour l'étude
Tout
La description
Inclusion Criteria:
- Diagnosis: ASD or CD
- German speaking
- IQ > 70
- Age: 10-18
Exclusion Criteria:
- Comorbid Anxiety or Depressive disorder diagnosis
- IQ < 70
- Insufficient German language skills
- Severe developmental disorders
Plan d'étude
Cette section fournit des détails sur le plan d'étude, y compris la façon dont l'étude est conçue et ce que l'étude mesure.
Comment l'étude est-elle conçue ?
Détails de conception
- Objectif principal: Traitement
- Répartition: N / A
- Modèle interventionnel: Affectation à un seul groupe
- Masquage: Aucun (étiquette ouverte)
Armes et Interventions
Groupe de participants / Bras |
Intervention / Traitement |
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Autre: Emotion recognition training
All participants have to complete the online emotion recognition training E.V.A. as well as the pre- and post training tasks: GERT and social decision making task.
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The online training is focused on the strengthening of socioemotional competences and consists of different training tasks (up to 3 million) presented to the participant as mini games.
These training tasks are specifically designed according to empirical findings to match the socio-emotional recognition needs of people with ASD.
During these games, an adapted Elo-Algorithm allows to automatically evaluate the participants' performance and adapts the difficulty levels throughout the users' progress in the training.
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Que mesure l'étude ?
Principaux critères de jugement
Mesure des résultats |
Description de la mesure |
Délai |
|---|---|---|
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Change in performance accuracy in Geneva Emotion Recognition Test (GERT)
Délai: Change in performance before and after the emotion recognition training, after 1 month (pre/post measure)
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Percentage of accuracy to stimuli showing facial emotions
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Change in performance before and after the emotion recognition training, after 1 month (pre/post measure)
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Change in performance response times in Geneva Emotion Recognition Test (GERT)
Délai: Change in performance before and after the emotion recognition training, after 1 month (pre/post measure)
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Response times to stimuli showing facial emotions
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Change in performance before and after the emotion recognition training, after 1 month (pre/post measure)
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Change in performance reaction times in Social decision-making task
Délai: Change in Performance before and after the emotion recognition training, after 1 month (pre/post measure)
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Reaction times for each of the facial emotions shown
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Change in Performance before and after the emotion recognition training, after 1 month (pre/post measure)
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Change in choices in Social decision-making task
Délai: Change in choices before and after the emotion recognition training, after 1 month (pre/post measure)
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The proportion of choices that maximise their self-gain for each of the facial emotions shown
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Change in choices before and after the emotion recognition training, after 1 month (pre/post measure)
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Collaborateurs et enquêteurs
C'est ici que vous trouverez les personnes et les organisations impliquées dans cette étude.
Parrainer
Publications et liens utiles
La personne responsable de la saisie des informations sur l'étude fournit volontairement ces publications. Il peut s'agir de tout ce qui concerne l'étude.
Publications générales
- Ahmed SP, Bittencourt-Hewitt A, Sebastian CL. Neurocognitive bases of emotion regulation development in adolescence. Dev Cogn Neurosci. 2015 Oct;15:11-25. doi: 10.1016/j.dcn.2015.07.006. Epub 2015 Jul 29.
- Blakemore SJ. The social brain in adolescence. Nat Rev Neurosci. 2008 Apr;9(4):267-77. doi: 10.1038/nrn2353.
- Somerville LH, Casey BJ. Developmental neurobiology of cognitive control and motivational systems. Curr Opin Neurobiol. 2010 Apr;20(2):236-41. doi: 10.1016/j.conb.2010.01.006. Epub 2010 Feb 16.
- Tanaka JW, Sung A. The "Eye Avoidance" Hypothesis of Autism Face Processing. J Autism Dev Disord. 2016 May;46(5):1538-52. doi: 10.1007/s10803-013-1976-7.
- Wieckowski AT, White SW. Attention Modification to Attenuate Facial Emotion Recognition Deficits in Children with Autism: A Pilot Study. J Autism Dev Disord. 2020 Jan;50(1):30-41. doi: 10.1007/s10803-019-04223-6.
- 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. doi: 10.3109/17518423.2011.651655.
- Kouo JL, Egel AL. The Effectiveness of Interventions in Teaching Emotion Recognition to Children with Autism Spectrum Disorder. Rev J Autism Dev Disord. 2016 Sep;3(3):254-65.
- Silver M, Oakes P. Evaluation of a new computer intervention to teach people with autism or Asperger syndrome to recognize and predict emotions in others. Autism. 2001 Sep;5(3):299-316. doi: 10.1177/1362361301005003007.
- Zoerner D, Schutze J, Kirst S, Dziobek I, Lucke U. Zirkus Empathico: Mobile Training of Socio-Emotional Competences for Children with Autism. In: 2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT) [Internet]. Austin, TX, USA: IEEE; 2016 [cited 2021 Feb 10]. p. 448-52. Available from: http://ieeexplore.ieee.org/document/7757020/
- Hunnikin LM, van Goozen SHM. How can we use knowledge about the neurobiology of emotion recognition in practice? Journal of Criminal Justice. 2019 Nov;65:101537.
- Cooper S, Hobson CW, van Goozen SH. Facial emotion recognition in children with externalising behaviours: A systematic review. Clin Child Psychol Psychiatry. 2020 Oct;25(4):1068-1085. doi: 10.1177/1359104520945390. Epub 2020 Jul 25.
- Wells AE, Hunnikin LM, Ash DP, van Goozen SHM. Improving emotion recognition is associated with subsequent mental health and well-being in children with severe behavioural problems. Eur Child Adolesc Psychiatry. 2021 Nov;30(11):1769-1777. doi: 10.1007/s00787-020-01652-y. Epub 2020 Sep 30.
- Dadds MR, Cauchi AJ, Wimalaweera S, Hawes DJ, Brennan J. Outcomes, moderators, and mediators of empathic-emotion recognition training for complex conduct problems in childhood. Psychiatry Res. 2012 Oct 30;199(3):201-7. doi: 10.1016/j.psychres.2012.04.033. Epub 2012 Jun 15.
- Hubble K, Bowen KL, Moore SC, van Goozen SH. Improving Negative Emotion Recognition in Young Offenders Reduces Subsequent Crime. PLoS One. 2015 Jun 29;10(6):e0132035. doi: 10.1371/journal.pone.0132035. eCollection 2015.
- Moebert, T. & Lucke, U., (2019). E.V.A. - Emotionen Verstehen und Ausdrücken. In: Pinkwart, N. & Konert, J. (Hrsg.), DELFI 2019. Bonn: Gesellschaft für Informatik e.V.. (S. 289-290). DOI: 10.18420/delfi2019_324
- Schlegel K, Grandjean D, Scherer KR. Introducing the Geneva emotion recognition test: an example of Rasch-based test development. Psychol Assess. 2014 Jun;26(2):666-72. doi: 10.1037/a0035246. Epub 2013 Dec 2.
Dates d'enregistrement des études
Ces dates suivent la progression des dossiers d'étude et des soumissions de résultats sommaires à ClinicalTrials.gov. Les dossiers d'étude et les résultats rapportés sont examinés par la Bibliothèque nationale de médecine (NLM) pour s'assurer qu'ils répondent à des normes de contrôle de qualité spécifiques avant d'être publiés sur le site Web public.
Dates principales de l'étude
Début de l'étude (Anticipé)
15 avril 2021
Achèvement primaire (Anticipé)
30 novembre 2021
Achèvement de l'étude (Anticipé)
30 novembre 2021
Dates d'inscription aux études
Première soumission
8 avril 2021
Première soumission répondant aux critères de contrôle qualité
13 avril 2021
Première publication (Réel)
14 avril 2021
Mises à jour des dossiers d'étude
Dernière mise à jour publiée (Réel)
14 avril 2021
Dernière mise à jour soumise répondant aux critères de contrôle qualité
13 avril 2021
Dernière vérification
1 avril 2021
Plus d'information
Termes liés à cette étude
Termes MeSH pertinents supplémentaires
Autres numéros d'identification d'étude
- EmoRecTraining_EVA
Plan pour les données individuelles des participants (IPD)
Prévoyez-vous de partager les données individuelles des participants (DPI) ?
NON
Informations sur les médicaments et les dispositifs, documents d'étude
Étudie un produit pharmaceutique réglementé par la FDA américaine
Non
Étudie un produit d'appareil réglementé par la FDA américaine
Non
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