The intervention effects on facial expression recognition in children with autism spectrum disorder: a meta-analysis of single-subject design studies.
AbstractDeficits in facial expression recognition often hinder social interaction and communication for children with autism spectrum disorder (ASD). While numerous interventions have been developed to address this, there is still no clear consensus on which methods are most effective across differe...
| Publicado en: | International Journal of Developmental Disabilities pp. 1 - 21 |
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| Autores principales: | , , , |
| Formato: | Journal Article |
| Publicado: |
Taylor & Francis Ltd
Jun2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=194390000&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 194390000 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 20473869 F2SP jtl: International Journal of Developmental Disabilities issn: 20473869 maglogo: N pubinfo: dt: Jun2026 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 194390000 10.1080/20473869.2026.2683890 194390000 ppf: 1 ppct: 20 formats: tig: atl: The intervention effects on facial expression recognition in children with autism spectrum disorder: a meta-analysis of single-subject design studies. aug: au: Wang, Zhi Chen, Shuyuan Feng, Baoxin Chen, Zhe affil: Faculty of Education and Science, Northwest Normal University sug: ab: AbstractDeficits in facial expression recognition often hinder social interaction and communication for children with autism spectrum disorder (ASD). While numerous interventions have been developed to address this, there is still no clear consensus on which methods are most effective across different learning phases. To address this gap, this meta-analysis evaluated the effectiveness of facial expression recognition interventions by analyzing data from 22 single-subject design studies using the Tau-U statistical method within a random effects model. The results demonstrated moderate to large effect sizes during the intervention and maintenance phases, while the generalization phase yielded a medium effect. Moderator analyses revealed significant differences based on intervention duration and methods. Specifically, a duration of 6–8 wk and conventional methods significantly outperformed interventions lasting over 8 wk and technology-based approaches, respectively. Although other targeted variables were not statistically significant, the data highlighted important practical trends. Interventions yielded higher point estimates for children with ASD aged 7–10 and those with mild to moderate ASD. For program design, the findings suggest utilizing a single interventionist, targeting 3–6 expressions, practicing for 20–45 min daily, and conducting sessions in low-structure environments. These results provide clear, evidence-based guidelines for designing individualized facial expression recognition programs for this population. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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