Children with Developmental Language Disorder (DLD) often have difficulties with social and emotional learning, including emotion understanding and inferencing. Five children with DLD, ages 6;4 to 11;9, identified emotions depicted in pictured scenarios over a period of 10 weeks. Emotion categories included happy, sad, anger, fear, surprise, and disgust. Each child's responses were analyzed and plotted on a confusion matrix. In a few cases, children did not interpret the scenario accurately. Even when they interpreted the scenario accurately, all of the children misapplied, overgeneralized, or confused emotion labels in some cases. These errors represented limitations in social and emotional learning that could negatively impact the ability to interact with others, to establish and maintain relationships, and to succeed academically.
| Identifer | oai:union.ndltd.org:BGMYU2/oai:scholarsarchive.byu.edu:etd-8405 |
| Date | 01 April 2019 |
| Creators | Forbes, Mary Rebekah |
| Publisher | BYU ScholarsArchive |
| Source Sets | Brigham Young University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Theses and Dissertations |
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