Surveying the effect of educating face emotions recognition to autism children with high-function on their mother-child relationship

Children with autism and disability to recognize emotions will cause aggressive behaviors against themselves and others, which leads to weakening of social interactions and cause psychological problems. Therefore, the purpose of this study was to investigate the effect of face emotion recognition training to children with high-functioning autism on their mother-child relationship.

This study was a quasi-experimental and single subject research design (SSRD), which was performed on 5 school-age boys with high-functioning autism. The LFI training software was used to recognize face emotions and was taught in 8 sessions over a month. The Mother-Child Relationship Questionnaire (MCRE) was completed by mothers before and after education, also in baseline and follow-up stages of study Descriptive and inferential statistics (Wilcoxon and Friedman) were used for data analysis by SPSS software version 16 and p<0.05 was considered as significant level.

The results showed that the average score in the first session was the lowest and in the next sessions it was progressively improved in each session up to the 8th session (p<0.05). There was also a significant difference between the scores of acceptance domain of mother-child relationship before and after training (p<0.05).

Based on the results of this study, LFI training software has a positive effect on improving the mother-child relationship in children with high-functioning autism. Therefore, in addition to recommending the use of this software to improve the mother-child relationship, the research team propose to examine its impact on the other aspects of life of children with autism.