Emily demonstrates adequate abilities to identify an emotion based upon a facial expression (happy, sad, angry, etc…) but has difficulty processing the emotions displayed on the face and then altering her behavior or interactions accordingly. When she is involved in a play activity with a peer and a conflict arises, Emily often is unable to interpret the emotions connected with facial expression of her peer and therefore is unable to alter her interactions to correct the play interaction. When facilitated by an adult, Emily is able to describe the facial expression as being mad or sad but then cannot take it the next step to identify how that person is feeling. When asked if she thinks the other child is enjoying or having fun or wanting to play more, Emily typically incorrectly responds.
This difficulty also plays into the challenges with perspective taking as she is unable to understand why the child would no longer want to play with her. She will state that the other child should want to continue to play because, “I am having fun.” She believes that just because she is enjoying the activity, as sh
e is directing the activity (and not incorporating any of the play ideas of the peers), the other child should also be enjoying herself. Emily also tends to position her body very close to others when talking or interacting with them. Often her peers will try to move back or even push her away; Emily typically repositions herself close to the person again. She is not correctly adjusting her body position to meet the needs of those around her.
This difficulty also plays into the challenges with perspective taking as she is unable to understand why the child would no longer want to play with her. She will state that the other child should want to continue to play because, “I am having fun.” She believes that just because she is enjoying the activity, as sh
e is directing the activity (and not incorporating any of the play ideas of the peers), the other child should also be enjoying herself. Emily also tends to position her body very close to others when talking or interacting with them. Often her peers will try to move back or even push her away; Emily typically repositions herself close to the person again. She is not correctly adjusting her body position to meet the needs of those around her. 
Emily's comment about "I am having fun" when asked is a perfect example of the inability to realize other's have thoughts, feelings, or ideas different than themselves (Tom). When you wrote that it brought examples into my mind of children who only answer with what they feel. It is almost like the child is always "stuck" at a 2 year old level with the ability to relate to others.
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Christina,
ReplyDeleteAs I read about Emily and her difficulty with reading emotions during activities, I wonder how many of the facial expressions she actually observes.If Emily is similar to others with autism, she may not only have difficulty in interpreting those she sees, she may be visually missing many expressions if her attention is diverted to another part of the interaction rather than the face of the playmate.
Good point Marilyn - she probably is seeing fewer of the facial expressions in general. Christina
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