The Use of Stories to Teach Emotion Recognition via Facial Expressions Among Children With ASD
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Abstract
This study aimed to assess a procedure using social stories to teach children with ASD to identify four emotions via facial expressions: joy, surprise, anger, and sadness. Other teaching programs focused on other areas of child development (i.e., socialization, cognition, language, self-care, and motor development) were simultaneously implemented. Three families with children with ASD were selected. The children’s mothers received guidance via telehealth and were responsible for implementing the programs due to the social isolation imposed during the COVID-19 Pandemic. The dependent variables were the pre- and post-tests measuring the children’s performance in Operationalized Portage Inventory (OPI), the number of correct answers in the general socialization programs, the number of correct answers in the programs teaching emotion recognition, the scores concerning the interaction and engagement checklist verified in the intervention videos sent by the mothers, the scores obtained in the EVALOF (Evaluation Scale of Oral Language in Family Context), and the mothers’ social validity of the procedure. The independent variable concerned the mothers’ application of the teaching procedure. The results showed that children P2 and P3 improved their ability to identify emotions based on facial expressions. Qualitative improvements were verified in the mothers’ ability to implement the tasks. The mothers were generally very satisfied with their participation in the intervention and their children’s progress.
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