https://archives.christuniversity.in/files/original/de1a27591778d14d739bc3129182aa87.pdf 8cf6ef9aa85fd5dadf232847dc16da6b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Thesis PhD PhD Thesis Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Effectiveness of emotion recognition training on social and emotional skills in young children with autism spectrum disorder Subject The topic of the resource Psychology Description An account of the resource The rising prevalence of Autism Spectrum Disorders necessitates the determination of novel intervention methods for its management. Since deficits in social skills are one of the most prominent features in ASD, efficient interventions for improving social skills become necessary. Several studies suggest a strong relationship between emotional skills and the acquisition of social skills. Objectives: The objective of this study was to find out the effectiveness of emotion recognition training on the social and emotional skills of children with ASD by obtaining quantitative results from the participants after emotion recognition training and then following up in-depth through a qualitative thematic analysis after interview with selected parents of the participants. Method: In the quantitative phase, a sample of ten children within three to six years of age who are diagnosed with ASD were selected for the study. The emotion recognition training followed the modified and adapted version of the hands-on activities from the ‘Let’s Face It’ curriculum which was validated after a pilot study. Each child was given 20 to 30 sessions of training. The participants were assessed for their social skills using VABS-3 and emotional skills were assessed using CDDC, before, during, and after the training. The qualitative phase involved an interview with the parent using a semi-structured guide. Results: The quantitative and qualitative results indicated that there is a significant difference in the social skills and emotional skills of the children after the training. The results also showed a sufficient generalization of the skills achieved. Incidental finding revealed reduction of problem behaviours. Conclusions: The study clearly shows that emotion recognition training is effective in improving social and emotional skills in children with ASD. Creator An entity primarily responsible for making the resource Alexander, Ammu Elizabeth - 1750078 Publisher An entity responsible for making the resource available CHRIST (Deemed to be University) Language A language of the resource English Type The nature or genre of the resource PhD