A Drawing Task to Assess Emotion Inference in Language-Impaired Children

Studies investigating the ability of children with language impairment (LI) to infer emotions rely on verbal responses (which can be challenging for these children), and/or the selection of a card representing an emotion (which limits the response range). In contrast, a drawing task might allow a broad spectrum of responses, without involving language. This study used a drawing task to compare the ability to make emotional inferences in children with and without LI. Children with LI had more difficulty than typically developing children making emotional inferences. Children with LI also made more errors of different valence than their typically developing peers. The authors reported findings confirm that children with LI show difficulty in producing emotional inferences, even when performing a drawing task – a relatively language-free response mode.

Vendeville, Nathalie, Blanc, Nathalie, and Brechet, Claire. (2015). A Drawing Task to Assess Emotion Inference in Language-Impaired Children. Journal of Speech Language and Hearing Research. doi:10.1044/2015_JSLHR-L-14-0343

About rickyWburk

Ricky W. Burk, CCC-SLP, BCS-F, is a speech-language pathologist who provides in-home therapy for adolescents and adults residing in Tennessee and Mississippi who stutter. His career includes PreK, elementary, middle, and high school practice, undergraduate & graduate faculty appointments, skilled nursing, national & international consultation, private practice, and national & international speaking presentations. He holds the American Speech-Language Hearing Association Certificate of Clinical Competence, and he is a Board Certified Specialist in Fluency Disorders. He is the ASHA Continuing Education Administrator for the National Association for Speech Fluency.
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