The Start program of the UJI supports the launch of a mobile application for assessing the emotional competence of children with Autism Spectrum Disorder



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## The Start program of the UJI supports the launch of a mobile application for assessing the emotional competence of children with Autism Spectrum Disorder

18/02/2015 |
SCP

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* [![Francisco Ramos, Edbar Bresó and Clara Andrés. app-autisme Emotion_Planet_web](/com/noticies/2015/02/2q/app-autisme/Emotion_Planet_web.jpg)](#)

  Francisco Ramos, Edbar Bresó and Clara Andrés.

Researchers at the Universitat Jaume I work on developing a mobile application for the assessment of emotional competence of children with autism. The project was launched on the program Start UJI for Valuation of Research Results at the University with the objective of contributing to the society and the market with a motivating mobile application simple to download and use for professionals in the psycho-education sector working with children aged 6 to 12 years with autism, now known as Autism Spectrum Disorder (ASD).

The application design is based on analysis of previous evolutionary studies on the development of emotional competence in children with a typical development and the particularities of this development in children with ASD, a field in which the researchers Edgar Bresó and Clara Andrés, of the Department of Developmental, Educational and Social Psychology and Methodology of the UJI, are working now. The development of the application, which will measure emotional competence through games with different levels of difficulty, requires a development that incorporates techniques and game mechanics that will be headed by Francisco Ramos, researcher at the Department of Languages and Computer Systems.

Children with ASD show serious difficulties in the area of emotional competence, a difficulty that may manifest in such simple tasks as recognizing what emotions correspond to the facial expressions of individuals (e.g., knowing when people are happy or angry based on their facial expression). It can also manifest in more complex situations as at the moment of recognizing the internal and external causes of the emergence of an emotion (for example, knowing that a person can be happy or angry for other reasons than the ones they have). “In everyday life, these difficulties prevent these children to develop quality reciprocal social relationships with their friends or classmates during the school years, and the situation worsens in the secondary education if no solution is put through the necessary intervention”, explained Edgar Bresó and Clara Andrés.

Currently, various studies have shown that it is possible to improve the emotional competence of children with this disorder. However, according to Bresó, “most of these studies have focused on assessing and intervening factors in emotional competence. As a result, their diffusion in the professional education and scientific community has been hampered, and it is still necessary an efficient and inexpensive tool to assess and intervene in this critical area”.

Moreover, the technological progress of society has led to the generation of various tools from the field of Information and Communication Technology (ICT) to compensate for the difficulties of children with ASD, as they fit best to the way they process information. In addition, the ICT equipment in schools, as interactive whiteboards, has exponentially increased as a quality and improvement indicator of teaching and learning.  However, as Francisco Ramos says, “existing evaluation materials do not cover the assessment of emotional competence comprehensively, and the software used is, sometimes, complex to use and install."

The need to design a quick and inexpensive tool with a scientific basis that can be used in schools by professionals to effectively assess emotional competence of students with ASD, as well as other disorders that also share this difficulty, raised at the various meetings held by the project researchers with the sectors involved in the education of these children, with whom the researcher Clara Andrés worked in the past, such as the Association ASPCAS - Asperger Castellón - and the EOPAE – Psychopedagogical Counseling Team for Specialised Support for Students with Pervasive Developmental Disorders in Castellón.

The application was initially designed in Spanish, Catalan, and English and may be translated in the future into other languages.  The project also expects that the application, which shall be developed in 2016, can be shared with the various interested sectors at national and international levels (schools, psycho-educational services, parent associations, etc.).

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