Study On Characteristics And Intervention Of Basic Emotion Recognition In Children With Mild Intellectual Disabilities

Emotion recognition is the key to emotion understanding and a fundamental prerequisite for individuals to empathize with others.Children with intellectual disabilities face certain difficulties in emotion recognition,which can have a negative impact on their social interaction and other aspects,thereby affecting their social adaptation.This study explores the characteristics of basic emotion recognition in children with mild intellectual disabilities,and based on this,designs intervention plans to explore whether basic emotion recognition in children with mild intellectual disabilities can be improved through group intervention.This study consists of two parts.Study 1 is on the basic emotion recognition characteristics of children with mild intellectual disabilities.Study 2 is on basic emotion recognition intervention for children with mild intellectual disabilities.Study 1 adopts a multi factor mixed experimental design,with three task paradigms(emotion naming,identifying the target emotion from four choices,and identifying the target emotion from two choices)and three stimulus types(simple strokes,facial expression images without contextual information,and facial expression images with contextual information)as the within-subject variables.The between-subjects variables are subject type(mild intellectual disability children,typically developing children)and gender(boys and girls),the score of the basic emotion recognition test is used as the dependent variable to analyze the basic emotion recognition characteristics of children with mild intellectual disabilities.Study 2 uses an experimental and control group pretest and posttest design,selecting 10 children with mild intellectual disabilities for basic emotion recognition group intervention,to explore whether performance games can improve the basic emotion recognition ability of children with mild intellectual disabilities.The following conclusions are drawn from this study:(1)Children with mild intellectual disabilities have difficulty recognizing basic emotions and have specific deficiencies in emotion perception.Specifically,children with mild intellectual disabilities significantly lag behind typically developing children in basic emotion recognition and naming tasks.In the three materials of simple strokes,facial expression images without contextual information,and facial expression images with contextual information,children with mild intellectual disabilities significantly lag behind typically developing children in basic emotion recognition.(2)Under the same task paradigm,children with mild intellectual disabilities have the highest emotion recognition scores for facial expression images with contextual information,followed by facial expression images without contextual information and simple strokes.Under the same stimulus type conditions,children with mild intellectual disabilities score the highest in emotion recognition when identifying the target emotion from two choices,followed by identifying the target emotion from four choices and naming emotions.(3)There is no significant gender difference in basic emotion recognition among children with mild intellectual disabilities.(4)Performing games can improve the basic emotion recognition ability of children with mild intellectual disabilities.This study proposes the following educational suggestions: Use emotional picture books containing social content;Emphasize the diversity of performance games;Adopt a progressive approach for emotion recognition training;Improve the professional literacy of emotion education for special education teachers;Establish emotion education activity rooms in special education schools;Build a platform for home school cooperation and construction.