Individuals with Autism Spectrum Disorder (ASD) are typified by deficits in social communication, including flat and disorganized affect. Previous research investigating affect production in ASD has demonstrated that individuals on the spectrum show impairments in posing, but not mimicking facial expressions. These findings thus point to a deficit in ASD individuals’ integration of sensory/motor facets in the cognitive representation of a facial expression, and not a deficit in motor or sensory ability. The goal of the current project was to validate a computer-based intervention that targets facial expression production using methods ground in embodied cognition to connect between the sensory and motor facets of facial displays. The “FaceMaze” is a pac-man like game in which players navigate through a maze of obstacles, and are required to produce high-quality facial expressions in order to overcome obstacles. FaceMaze relies on the Computer Expression Recognition Toolbox (CERT) program, which analyzes user’s real-time facial expressions and provides feedback based on the Facial Action Coding System (FACS). In the first part of this project, the FaceMaze was validated using a typically developing (TD) adult population. In Experiment 1, participants were prompted to produce expressions of “Happy”, “Angry” and “Surprise” before and after playing FaceMaze. Electromyography (EMG) analysis targeted three expression-specific facial muscles: Zygomaticus Major (ZM, Happy), Corrugator Supercilii (CS, Angry) and Obicularis Oculi (OO, Surprise). Results showed that relative to pre-game productions, an increase in activation in the ZM for happy expressions, and an increase in CS response for angry expressions was observed after playing the corresponding version of FaceMaze. Critically, no change in muscle activity for the control expression “Surprise” was observed. In Experiment 2, the perceived quality of facial expressions after FaceMaze/ CERT training was compared to those produced after traditional FACS training. “Happy,” “Angry” and “Surprise” expressions were videotaped before and after the FaceMaze game and FACS training, and productions were assessed by a group of naïve raters. Whereas observers rated post-Happy expressions as happier for both FaceMaze and FACS, only the post-Angry expressions in the FaceMaze condition were rated as angrier and less happy after training. In the second half of this project, the efficacy of the FaceMaze was validated by children with ASD, and age- and IQ-matched, typically developing (TD) controls. In Experiment 3 (in press), children were asked to pose “Happy “, “Angry”, and “Surprise” expressions before and after game-play. Expressions were video-recorded and presented to naïve raters who were required to assess video-clips on expression quality. Findings show that the ASD groups’ post-FaceMaze “Happy” and “Angry” expressions were higher in quality than their pre-FaceMaze productions. TD children also showed higher expression quality ratings for the “Angry” expression post-gameplay, but no enhancement of the “Happy” expression was found after FaceMaze. Moreover, the ASD groups’ post-FaceMaze expressions were rated as equal in quality to those of the TD group. These findings not only underscore the fidelity of the FaceMaze game in enhancing facial expression production, but also provide support for a theory of disordered embodied cognition in ASD. / Graduate / igordon@uvic.ca

Early and intensive behavioral intervention outcome research includes descriptions of intervention variables that may increase treatment success. This study was designed to develop an observation system that incorporates and expands on some of these variables. Measures include the number of interventionist teaching units, types of skills addressed during instruction, consequences programmed by interventionists, and engagement with teaching materials. This system allowed for a view of the differences in teaching behaviors among the participants. It is proposed that this observation system is a start toward standardized intervention measures that can be applied to evaluate varied treatment models. Such standardization can help in ensuring that all children have access to evidence-based services.

Autism Spectrum Disorder (ASD) is a developmental disorder characterized primarily by social skills deficits that can impair the individual’s ability to develop and maintain meaningful relationships. Research has shown that social skills training provides lasting improvement in social interactions. However, many factors can hinder the availability of intervention groups outside of major metropolitan areas. Individual online social skills interventions have been shown to translate to increases in everyday social skills, and while further investigation is required, current literature suggests that there is great potential for live, interactive online social skills groups to provide similar benefits to in-person intervention groups. Thus, online groups may be one solution to the barriers to accessing available resources. This study sought to explore the feasibility of conducting a live, interactive online social skills group by comparing two groups using the same curriculum; one in-person group that met in a lab on a local college campus, and one piloted online group that met through Zoom, a video conference platform, each for 14 weeks. Each group also participated in person in social activities on campus to gather preliminary generalization data. The online intervention was acceptable to therapists and participants, and a group of therapists who implemented both delivery models reported some advantages and disadvantages of an online format for social skills, expressing a preference for in-person delivery model when possible, but acceptability of online delivery where in-person groups are not available. The online model showed somewhat lower levels of participation, but slightly higher attendance rates than the in-person model. Understanding both the advantages and disadvantages to online social skills, clinicians can utilize the method the best fits their needs.

As more toddlers are being diagnosed with autism there is an increased need for very early intervention. Preliminary research on interventions suggests toddlers can make important developmental progress and that parents can be part of the intervention process. The purpose of this study was to systematically replicate a parent training program reported by Alai-Rosales et al. (2009). Specifically, the present study taught parents a set of teaching strategies that included arranging the environment, setting up learning opportunities, and using positive reinforcement. Baseline-intervention conditions were replicated across four parent-toddler dyads in order to assess the effects of training on parent and child behaviors. Results indicated increases in parent teaching behaviors, the child targeted behavior (facial orientation), as well as a non-targeted skill, joint attention. Findings are discussed in relation to the challenges of intervention and considerations for future research.

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Robot assisted therapy is becoming increasingly popular. Research has proven it can be of benefit to persons dealing with a variety of disorders, such as Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), and it can also provide a source of emotional support e.g. to persons living in seniors’ residences. The advancement in technology and a decrease in cost of products related to consumer electronics, computing and communication has enabled the development of more advanced social robots at a lower cost. This brings us closer to developing such tools at a price that makes them affordable to lower income individuals and families. Currently, in several cases, intensive treatment for patients with certain disorders (to the level of becoming effective) is practically not possible through the public health system due to resource limitations and a large existing backlog. Pursuing treatment through the private sector is expensive and unattainable for those with a lower income, placing them at a disadvantage. Design and effective integration of technology, such as using social robots in treatment, reduces the cost considerably, potentially making it financially accessible to lower income individuals and families in need. The Objective of the research reported in this manuscript is to design and implement a social robot that meets the low-cost criteria, while also containing the required functions to support children with ASD. The design considered contains knowledge acquired in the past through research involving the use of various types of technology for the treatment of mental and/or emotional disabilities.