| Title |
Avatar Assistant: Improving Social Skills in Students with an ASD Through a Computer-Based Intervention
|
|---|---|
| Published in |
Journal of Autism and Developmental Disorders, February 2011
|
| DOI | 10.1007/s10803-011-1179-z |
| Pubmed ID | |
| Authors |
Ingrid Maria Hopkins, Michael W. Gower, Trista A. Perez, Dana S. Smith, Franklin R. Amthor, F. Casey Wimsatt, Fred J. Biasini |
| Abstract |
This study assessed the efficacy of FaceSay, a computer-based social skills training program for children with Autism Spectrum Disorders (ASD). This randomized controlled study (N = 49) indicates that providing children with low-functioning autism (LFA) and high functioning autism (HFA) opportunities to practice attending to eye gaze, discriminating facial expressions and recognizing faces and emotions in FaceSay's structured environment with interactive, realistic avatar assistants improved their social skills abilities. The children with LFA demonstrated improvements in two areas of the intervention: emotion recognition and social interactions. The children with HFA demonstrated improvements in all three areas: facial recognition, emotion recognition, and social interactions. These findings, particularly the measured improvements to social interactions in a natural environment, are encouraging. |
Mendeley readers
The data shown below were compiled from readership statistics for 527 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 6 | 1% |
| United Kingdom | 3 | <1% |
| Spain | 2 | <1% |
| Canada | 2 | <1% |
| Italy | 1 | <1% |
| Sweden | 1 | <1% |
| Malaysia | 1 | <1% |
| Portugal | 1 | <1% |
| New Zealand | 1 | <1% |
| Other | 0 | 0% |
| Unknown | 509 | 97% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Master | 114 | 22% |
| Student > Ph. D. Student | 88 | 17% |
| Student > Bachelor | 59 | 11% |
| Researcher | 57 | 11% |
| Student > Doctoral Student | 31 | 6% |
| Other | 87 | 17% |
| Unknown | 91 | 17% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 200 | 38% |
| Computer Science | 51 | 10% |
| Social Sciences | 45 | 9% |
| Medicine and Dentistry | 26 | 5% |
| Nursing and Health Professions | 19 | 4% |
| Other | 80 | 15% |
| Unknown | 106 | 20% |
Attention Score in Context
This research output has an Altmetric Attention Score of 26. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 26 March 2023.
All research outputs
#1,360,576
of 23,867,274 outputs
Outputs from Journal of Autism and Developmental Disorders
#552
of 5,240 outputs
Outputs of similar age
#7,271
of 188,174 outputs
Outputs of similar age from Journal of Autism and Developmental Disorders
#1
of 27 outputs
Altmetric has tracked 23,867,274 research outputs across all sources so far. Compared to these this one has done particularly well and is in the 94th percentile: it's in the top 10% of all research outputs ever tracked by Altmetric.
So far Altmetric has tracked 5,240 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 13.2. This one has done particularly well, scoring higher than 90% of its peers.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 188,174 tracked outputs that were published within six weeks on either side of this one in any source. This one has done particularly well, scoring higher than 96% of its contemporaries.
We're also able to compare this research output to 27 others from the same source and published within six weeks on either side of this one. This one has done particularly well, scoring higher than 96% of its contemporaries.