COPING WITH CRANIOFACIAL DISORDERS

应对颅面疾病

• 批准号: 6481906
• 负责人: KEITH J. SLIFER
• 金额: $ 16.35万
• 依托单位: KENNEDY KRIEGER INSTITUTE, INC.
• 依托单位国家: 美国
• 财政年份: 1999
• 资助国家: 美国
• 起止时间: 1999-08-01 至 2004-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6481906
• 关键词: adolescence (12-20); behavioral /social science research tag; cleft lip; cleft palate; clinical research; congenital oral /facial /cranial defect; coping; craniosynostosis; dyadic interaction; face expression; human subject; middle childhood (6-11); self concept; social adjustment; videotape /videodisc

Children with craniofacial disorders have increased incidence of anxiety, withdrawal and social competence problems, but they tend to rate their own appearance more positivity than it is rated by others. Some may learn to cope with facial impairment by minimizing it an developing compensatory behavior. Direct observations of these children reveal social interactions that differ significantly from peers. Other data suggest they have impaired ability to communicate emotion through facial expressions. This study will employ: (1) microanalytic direct observation methods, and (2) computer-automated recognition of facial expressions to quantify the social and facial behavior of 8 to 16 year-old subjects videotaped during: (1) an analogue social interaction with a confederate peer, and (2) a structured facial encoding task. Results will be compared across matched Craniofacial (oral cleft and craniosynostosis). Non-facial (short stature), and Normal Control groups. Within-group comparisons will examine ow subjects with positive self-perceptions differ from those with comparable physical impairments and average or negative self-perceptions. Differences in self ratings of appearance and self-concept are expected to be significantly correlated with observable differences in social behavior. Craniofacial subjects (particularly those with oral clefts) are expected to evidence impaired ability to encode emotion through facial expressions. Some differences in social and facial behavior may reflect compensatory behavior developed by those who are better-adjusted and more socially competent, which could be taught those who are less competent. If differences in ability to generate facial expression are found in subjects with craniofacial disorders, and associated with impaired social competence, the results may lead to assessment techniques for detecting subtle but clinically significant facial dysfunction. Some may be amenable to surgical correction, others to behavioral intervention (e.g. response shaping with reinforcement contingencies or biofeedback training of facial muscles). Such intervention could be tested by subsequent demonstration projects. The combined results will provide an empirical basis for selecting specific skills to be taught in future prospective interventions for children with craniofacial disorders.

患有颅面疾病的儿童的焦虑，戒断和社会能力问题的发病率增加，但他们倾向于比其他人评估自己的外表更积极。有些人可以通过最大程度地减少发展的补偿行为来学会应对面部障碍。对这些孩子的直接观察发现，社会互动与同龄人有很大不同。其他数据表明，它们通过面部表情传达情绪的能力受损。这项研究将采用：（1）微分析直接观察方法，以及（2）计算机自动对面部表情的认识，以量化录像的8至16岁受试者的社会和面部行为：（1）在以下过程中录制的录像：（1）与同伴同行的模拟社交互动，以及（2）结构化的面部编码任务。将在匹配的颅面（口服裂缝和颅骨突变）中进行比较。非种族（身材矮小）和正常对照组。组内比较将检查具有积极自我感知的OW受试者与具有可比的身体障碍以及平均或负面自我认知的受试者不同。预计外观和自我概念的自我评级差异将与可观察到的社会行为差异显着相关。期望颅面受试者（尤其是口腔裂缝的受试者）可以证明通过面部表情来编码情绪的能力受损。社会和面部行为的某些差异可能反映了那些经过更好调整且在社会上更有能力的人所发展的补偿行为，这可以教会那些能力较低的人。如果在患有颅面疾病的受试者中发现产生面部表达的能力差异，并且与社会能力受损有关，则结果可能会导致评估技术，以检测细微但临床上显着的面部功能障碍。有些可能适合手术校正，而另一些则可以进行行为干预（例如，通过增强意外事件或面部肌肉的生物反馈训练）。随后的示范项目可以测试这种干预措施。综合结果将为选择特定的技能提供经验基础，以在未来的前瞻性干预措施中为颅面疾病的儿童进行教​​学。