Different styles of social interaction are one of the core characteristics of autism spectrum disorder. Social differences among individuals with ASD often include difficulty in discerning the emotions of neurotypical people based on their facial expressions. This review first covers the rich body of literature studying differences in facial emotion recognition in those with ASD, including behavioral studies and neurological findings. In particular, we highlight subtle emotion recognition and various factors related to inconsistent findings in behavioral studies of FER in (...) ASD. Then, we discuss the dual problem of FER – namely facial emotion expression or the production of facial expressions of emotion. Despite being less studied, social interaction involves both the ability to recognize emotions and to produce appropriate facial expressions. How others perceive facial expressions of emotion in those with ASD has remained an under-researched area. Finally, we propose a method for teaching FER [FER teaching hierarchy ] based on recent research investigating FER in ASD, considering the use of posed vs. genuine emotions and static vs. dynamic stimuli. We also propose two possible teaching approaches: a standard method of teaching progressively from simple drawings and cartoon characters to more complex audio-visual video clips of genuine human expressions of emotion with context clues or teaching in a field of images that includes posed and genuine emotions to improve generalizability before progressing to more complex audio-visual stimuli. Lastly, we advocate for autism interventionists to use FER stimuli developed primarily for research purposes to facilitate the incorporation of well-controlled stimuli to teach FER and bridge the gap between intervention and research in this area. (shrink)

This paper aims to further examine the relationship between self-awareness and agency by focusing on the role that emotional awareness plays in prominent conceptions of responsibility. One promising way of approaching this task is by focusing on individuals who display impairments in emotional awareness and then examining the effects that these impairments have on their apparent responsibility for the actions that they perform. Individuals with autism spectrum disorder as well as other clinical groups who evince high degrees of the personality (...) construct known as alexithymia, I will argue, do, in fact, display impairments in emotional self-awareness, and, so, may provide some insight into the relationship between this awareness and the capacity for responsible agency. More specifically, individuals with ASD may provide us with evidence that robust emotional self-awareness is not a necessary condition for responsible agency or that lacking such a capacity could undermine some otherwise plausible sufficient conditions for responsibility. The aim of the paper, then, is twofold. First, it will aim to show that ASD ought to be understood, in part, as a disorder of emotional self-awareness. Section 2 presents evidence relating to the emotional profile characteristic of individuals with ASD and argues that the most striking feature of this profile is the way in which the individual seems to be separated from his or her emotions in an important sense. Second, the paper aims to show that this distinctive feature of the emotions in ASD casts serious doubt on some prominent accounts of moral responsibility. To this end, section 3.1 presents a challenge to some widely accepted “subjective conditions” for responsibility, namely those articulated by John Martin Fischer and Ravizza and makes a case, based on the empirical data regarding autism, that these conditions actually are not necessary for one’s being a responsible agent. Section 3.2 then presents a challenge for theories of responsible agency which assign primary importance to the connection between an agent’s actions and her judgment-sensitive attitudes. I argue there that the evidence from autism suggests that these theories fail in their efforts to provide sufficient conditions for responsibility. (shrink)

Children and adolescents with an intellectual disability and autistic traits often attend special needs schools where they are surrounded by peers with diverse characteristics. Given the role that peers can play in social development, we examined whether autistic traits development in students with ID and high levels of such characteristics are influenced by the level of autistic traits among the schoolmates they like most. Furthermore, we investigated the degree to which this peer influence susceptibility depends on students’ gender. A longitudinal (...) design, with data collection points at the beginning and the end of a school year, was used. Staff reported on 330 students with high levels of autistic traits who attended 142 classrooms in 16 Swiss special needs schools. Results showed that students’ future individual level of autistic traits was not predicted by the autistic traits level of preferred peers, controlling for individual autistic traits at T1, level of general functioning, gender, and age. However, the peer effect was significantly moderated by students’ gender, indicating that girls but not boys were susceptible to peer influence. These findings are discussed in terms of implications for understanding autistic traits development and directions of support for children and adolescents in their peer context. (shrink)

Conflict adaptation reflects the increase in cognitive control after previous conflict between task-relevant and task-irrelevant information. Tonic arousal elicited by emotional words e...