Effectiveness of Emotion Recognition Training for Young Children with Developmental Delays

Autor/inn/en	Downs, Andrew; Strand, Paul
Titel	Effectiveness of Emotion Recognition Training for Young Children with Developmental Delays
Quelle	In: Journal of Early and Intensive Behavior Intervention, 5 (2008) 1, S.75-89 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-4893
Schlagwörter	Experimental Groups; Control Groups; Emotional Intelligence; Nonverbal Communication; Intervention; Developmental Disabilities; Preschool Children; Behavior Modification; Skill Development; Emotional Development; Recognition (Psychology); Social Development; Program Effectiveness; Individual Differences + Suchen Sie Ihr Suchwort? Emotionale Intelligenz; Non-verbal communication; Nonverbale Kommunikation; Entwicklungsstörung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Behaviour modification; Verhaltensänderung; Kompetenzentwicklung; Qualifikationsentwicklung; Gefühlsbildung; Recognition; Wiedererkennen; Soziale Entwicklung; Individueller Unterschied
Abstract	Emotion recognition is a basic skill that is thought to facilitate development of social and emotional competence. There is little research available examining whether therapeutic or instructional interventions can improve the emotion recognition skill of young children with various developmental disabilities. Sixteen preschool children with developmental delays were randomly assigned to experimental and control groups. The experimental group received instruction in emotion recognition throughout the academic year in a discrete trials format and showed significant growth in emotion recognition skill and higher scores on a more comprehensive measure of emotion understanding ability. The control group showed no such gains. Significant individual variability in response to the intervention was noted. Results suggested that emotion recognition training delivered within a behaviorally based intervention program can lead to significant gains in emotion recognition skill for children at a wide range of ability levels. Implications and suggestions for future research and interventions are discussed. (Contains 4 tables and 1 figure.) (As Provided).
Anmerkungen	Joseph Cautilli, Ph.D. & The Behavior Analyst Online Organization. 535 Queen Street, Philadelphia, PA 19147-3220. Tel: 215-462-6737; Web site: http://www.baojournal.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10