Recognition, Expression, and Understanding Facial Expressions of Emotion in Adolescents With Nonverbal and General Learning Disabilities

Bloom, Elana L.; Heath, Nancy L.

doi:10.1177/0022219409345014

Cited by 43 publications

(34 citation statements)

References 121 publications

(427 reference statements)

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“…Surprisingly, among the over 14 000 journal papers, only 237 papers were identified when the category filter was set to education related. These papers included studies on topics such as modeling human emotions in educational computer games (eg, Visschedijk, Lazonder, van der Hulst, Vink & Leemkuil, ) and the recognition of facial expressions among students with learning disabilities (eg, Bloom & Heath, ).…”

Section: Introductionmentioning

confidence: 99%

The role of facial microexpression state (FMES) change in the process of conceptual conflict

Chiu¹,

Chou

et al. 2013

Brit J Educational Tech

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This paper explores whether facial microexpression state (FMES) changes can be used to identify moments of conceptual conflict, one of the pathways to conceptual change. It is known that when the preconditions of conceptual conflicts are met and conceptual conflicts are detected in students, it is then possible for conceptual change to take place. There were 102 university and high school students who were involved in this research, and about 80% of the participants held erroneous preconceptions on the scientific topic chosen. The results showed that FMES changes were detected in the majority of the students who made erroneous predictions as they underwent conceptual conflict. Furthermore, the lack of FMES change was shown to indicate a lowered likelihood of conceptual change, while the presence of FMES change doubled the likelihood of conceptual change. The results confirm that FMES can be useful in determining learners’ awareness of conflicting concepts and their progress towards scientific understanding. Educational implications are discussed.

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Section: Introductionmentioning

confidence: 99%

The role of facial microexpression state (FMES) change in the process of conceptual conflict

Chiu¹,

Chou

et al. 2013

Brit J Educational Tech

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“…The use of qualitative measures, such as interviews, has been useful in helping researchers demonstrate the positive impact of social skill interventions among students with LDs (Gresham et al 2004;Maag 2005). Because the content and goals of these trainings have varied throughout the literature (Bloom and Heath 2010;Schnizer et al 2007), however, cohesive claims regarding the general impact of "social skill training" for students with LDs are elusive.…”

Section: Research On Interventions For Students With Ldsmentioning

confidence: 99%

Disability Awareness Training with a Group of Adolescents with Learning Disabilities

Lau

Ortega

Sharkey

2014

Contemp School Psychol

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Students with learning disabilities have been found to lack self-awareness about their disability, likely contributing to several challenges they experience, such as social skill deficits. At the same time, there is limited research investigating interventions to effectively increase disability selfawareness among this population. The current investigation is a mixed-methods study examining the effectiveness of an 11-week skills-based group focused on disability awareness training among a group of 12 high school students with learning disabilities. The students completed pre-and postintervention questionnaires and participated in qualitative interviews designed to evaluate the effectiveness of the intervention. Results demonstrated that the students found the group to be beneficial to increasing their awareness about their own disability. Implications are discussed regarding how to implement future disability awareness group interventions to promote self-awareness about disability.

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“…The verbal/performance IQ (VIQ/PIQ) discrepancy initially used to screen for NLD (Rourke et al, 1971; Rourke & Telegdy, 1971) was suggested to be a less clear indicator in younger children (Rourke et al, 1973) and may occur in fewer than one third of older children identified as having NLD (Drummond, Ahmad, & Rourke, 2005; Pelletier, Ahmad, & Rourke, 2001). Nonetheless, diagnostic criteria defined by Rourke and colleagues, often including a VIQ/PIQ discrepancy, are still widely used in studies of the NLD population (Bloom & Heath, 2010; Forrest, 2004; Galway & Metsala, 2011; Keller, Tillery, & McFadden, 2006; Petti et al, 2003; Semrud-Clikeman, Walkowiak, Wilkinson, & Christopher, 2010). …”

Section: Nldmentioning

confidence: 99%

Applicability of the Nonverbal Learning Disability Paradigm for Children With 22q11.2 Deletion Syndrome

et al. 2012

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Chromosome 22q11.2 deletion syndrome (22q11DS) is the most common microdeletion in humans. Nonverbal learning disability (NLD) has been used to describe the strengths and deficits of children with 22q11DS, but the applicability of the label for this population has seldom been systematically evaluated. The goal of the current study was to address how well the NLD diagnosis characterizes children and adolescents with 22q11DS. A total of 74 children and adolescents with 22q11DS were given neurocognitive, socioemotional, and academic assessments to measure aspects of NLD. Of the cohort, 20% met at least 7 of 9 assessed criteria for NLD; 25% showed verbal skills exceeding their nonverbal skills as assessed by an IQ test; and 24% showed the good rote verbal capacity commonly associated with NLD. Hypothesizing that if the entire cohort did not show consistent NLD characteristics, the descriptor might be more accurate for a distinct subgroup, the authors used latent class analysis to divide participants into three subgroups. However, the lines along which the groups broke out were more related to general functioning level than to NLD criteria. All three groups showed a heightened risk for psychiatric illness, highlighting the importance of careful mental health monitoring for all children with 22q11DS.

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Recognition, Expression, and Understanding Facial Expressions of Emotion in Adolescents With Nonverbal and General Learning Disabilities

Cited by 43 publications

References 121 publications

The role of facial microexpression state (FMES) change in the process of conceptual conflict

The role of facial microexpression state (FMES) change in the process of conceptual conflict

Disability Awareness Training with a Group of Adolescents with Learning Disabilities

Applicability of the Nonverbal Learning Disability Paradigm for Children With 22q11.2 Deletion Syndrome

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