Can the emotion recognition ability of deaf children be enhanced? A pilot study

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Author(s)
Dyck, Murray
Denver, Esther
Griffith University Author(s)
Year published
2003
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We evaluated the effectiveness of an 11-lesson psychoeducational program designed to enhance the ability of deaf children to understand the emotional experience of themselves and other people. The "Funny Faces Program" was provided to 14 children, aged 9 to 13, with moderate to profound hearing impairments. All children were enrolled in an "oral" education program at a school for the deaf. Alternate forms of the Emotion Recognition Scales (Dyck, Ferguson, & Shochet, 2001) were administered at pretest and posttest. Results indicate significant increases in emotion vocabulary and emotion comprehension but not in the speed or ...
View more >We evaluated the effectiveness of an 11-lesson psychoeducational program designed to enhance the ability of deaf children to understand the emotional experience of themselves and other people. The "Funny Faces Program" was provided to 14 children, aged 9 to 13, with moderate to profound hearing impairments. All children were enrolled in an "oral" education program at a school for the deaf. Alternate forms of the Emotion Recognition Scales (Dyck, Ferguson, & Shochet, 2001) were administered at pretest and posttest. Results indicate significant increases in emotion vocabulary and emotion comprehension but not in the speed or accuracy of emotion recognition (ER), from pretest to post test. At post test, children whose hearing loss was moderate to severe did not differ from hearing children in ER abilities but children with profound hearing loss continued to show substantial ability deficits.
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View more >We evaluated the effectiveness of an 11-lesson psychoeducational program designed to enhance the ability of deaf children to understand the emotional experience of themselves and other people. The "Funny Faces Program" was provided to 14 children, aged 9 to 13, with moderate to profound hearing impairments. All children were enrolled in an "oral" education program at a school for the deaf. Alternate forms of the Emotion Recognition Scales (Dyck, Ferguson, & Shochet, 2001) were administered at pretest and posttest. Results indicate significant increases in emotion vocabulary and emotion comprehension but not in the speed or accuracy of emotion recognition (ER), from pretest to post test. At post test, children whose hearing loss was moderate to severe did not differ from hearing children in ER abilities but children with profound hearing loss continued to show substantial ability deficits.
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Journal Title
Journal of Deaf Studies and Deaf Education
Volume
8
Issue
3
Publisher URI
Copyright Statement
© 2003 Oxford University Press. This is a pre-copy-editing, author-produced PDF of an article accepted for publication in [insert journal title] following peer review. Please refer to the link for the definitive publisher-authenticated version.
Subject
Education
Language, Communication and Culture