The effect of verbalization on the face recognition ability of ASD

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Individuals with Autism Spectrum Disorder commonly exhibit deficits in areas of social communication and interaction with others(DSM-Ⅴ; American Psychiatric Association(APA), 2013). So far, many studies have tried to reveal the core mechanism behind social deficits in this population, and found that children with ASD are inattentive to faces and have difficulties in identifying and remembering them compared to other objects (Tanaka, Lincoln, & Hegg, 2003). Thus, ASD childrens’ deficiency in ability to interact with others mainly comes from their distinctive pattern in face perception. Hence, a lot of studies have aimed to discover ways to enhance face perception ability in ASD children. Verbalizing has been found to be an effective method in increasing facial perception ability in normal population and in children with other disabilities. The purpose of this study is to observe whether verbalization has positive effects in increasing face perception ability in children with ASD; also, the study explores whether verbalization technique could be developed into a training program for ASD children.


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