The Development and Validation of the Behavior and Emotion Expression Observation System to Characterize Preschoolers’ Social and Emotional Interactions

Johnson, Stacy R.; Finlon, Kristy J.; Izard, Carroll E.

doi:10.1080/10409289.2016.1175241

Cited by 8 publications

(6 citation statements)

References 47 publications

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“…The absence of a standardized instrument to measure emotional competence at early ages implies a limitation, both for the evaluation of the program and its subsequent comparison with previous investigations. This limitation was previ-ously underscored in the work of Johnson et al (2016) with 148 preschool students. Nevertheless, the creation of an RRER scale has made a rigorous and effective evaluation of the program possible.…”

Section: Discussionmentioning

confidence: 99%

“…One of the reasons that may explain this scarcity is the inexistence of validated evaluation instruments that have been adapted to the level of emotional development of preschool students. As a result, Johnson, Finlon and Izard (2016) claimed the need to validate tools for the evaluation of social and emotional competences among preschool children. They proposed the Behavior and Emotion Expression Observation System to Characterize Preschoolers' Social and Emotional Interactions (BEEOS).…”

Section: Introductionmentioning

confidence: 99%

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Evaluation of the Effectiveness of the Emotional Education Program EMO-ACTION within a Preschool Setting

Hawrylak

Sevilla

Cepa-Serrano

2020

Estudios sobre Educación

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The effectiveness of the Emotional Education Program EMO-ACTION (EMO-ACCIÓN) in the development of emotional skills and emotional strategies is evaluated, as well as empathy and problemsolving skills among preschool students. A sample of 123 children were enrolled in the 2nd year of preschool education, aged between 4 and 5 years old. A design of repeated pre-test/post-test measurements was applied to an experimental group (60 children) and a control group (63 children). The Recognition, Regulation, Empathy and Problem-Solving Scale (RRER) was administered before and after the educational intervention. The results confi rm that the program had a positive impact on the development of emotional skills in the children that took part in it. A significant increase was noted in emotional recognition, in emotional regulation, and in the identification, and resolution of problems.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Evaluation of the Effectiveness of the Emotional Education Program EMO-ACTION within a Preschool Setting

Hawrylak

Sevilla

Cepa-Serrano

2020

Estudios sobre Educación

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“…The adaptation applied in this study consisted in slightly specifying the MAX/AFFEX system by including more detailed descriptors from the FACS system (for more information on these two systems, see Sullivan and Lewis [42]). Bodily expressions were coded with the BEEOS system [43] which is based on the same coding method as FACS and MAX / AFFEX. The Elan software [44], an assistance application for the annotation and transcription of video, was used to annotate all the AUs (facial and bodily AUs) expressed by the child for each of the emotion conditions.…”

Section: Voluntary Production Of Emotional Expressions Task ('Emomim mentioning

confidence: 99%

Equivocal expression of emotions in children with Prader-Willi syndrome: what are the consequences for emotional abilities and social adjustment?

Famelart¹,

Diene²,

Çabal-Berthoumieu³

et al. 2020

Orphanet J Rare Dis

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Background: People with Prader-Willi Syndrome (PWS) experience great difficulties in social adaptation that could be explained by disturbances in emotional competencies. However, current knowledge about the emotional functioning of people with PWS is incomplete. In particular, despite being the foundation of social adaptation, their emotional expression abilities have never been investigated. In addition, motor and cognitive difficultiescharacteristic of PWS-could further impair these abilities. Method: To explore the expression abilities of children with PWS, twenty-five children with PWS aged 5 to 10 years were assessed for 1) their emotional facial reactions to a funny video-clip and 2) their ability to produce on demand the facial and bodily expressions of joy, anger, fear and sadness. Their productions were compared to those of two groups of children with typical development, matched to PWS children by chronological age and by developmental age. The analyses focused on the proportion of expressive patterns relating to the target emotion and to untargeted emotions in the children's productions. Results: The results showed that the facial and bodily emotional expressions of children with PWS were particularly difficult to interpret, involving a pronounced mixture of different emotional patterns. In addition, it was observed that the emotions produced on demand by PWS children were particularly poor and equivocal. Conclusions: As far as we know, this study is the first to highlight the existence of particularities in the expression of emotions in PWS children. These results shed new light on emotional dysfunction in PWS and consequently on the adaptive abilities of those affected in daily life.

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“…Furthermore, development is a transactional process because the environments in which children interact also exert an influence (Rose-Krasnor & Denham, 2009). Thus, to the extent possible, the assessment process must take context into consideration when evaluating competence (Campbell et al, 2016;Johnson, Finlon, & Izard, 2016;Neisworth & Bagnato, 2004). Caregivers, teachers, parents, and other significant family members should be included in the assessment process to gather information about a child's competencies across settings.…”

Section: Assessment Considerationsmentioning

confidence: 99%

Considerations and methods in assessing early learning and social–emotional development in young children.

Hojnoski¹,

Missall²

2020

Healthy Development in Young Children: Evidence-Based Interventions for Early Education.

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E arly childhood is a critical period for developing early learning and socialemotional skills. Experiences in social settings provide opportunities for young children to engage in adult-and child-directed activities intended to increase their knowledge and skills in important areas such as language, literacy, numeracy, and science. Young children also increasingly interact with peers and adults in play, problem solving, and learning interactions that require emotional awareness and regulation, as well as in the effective use of prosocial behaviors. Although early learning and social-emotional skills are often addressed as separate domains in educational standards and curricula, research supports complex connections between the two domains and the contexts in which young children learn (see, e.g., Purpura & Schmitt, 2019). Indeed, indicators of early learning and social-emotional development are often used in measuring the larger construct of school readiness (e.g., L. D.

show abstract

The Development and Validation of the Behavior and Emotion Expression Observation System to Characterize Preschoolers’ Social and Emotional Interactions

Cited by 8 publications

References 47 publications

Evaluation of the Effectiveness of the Emotional Education Program EMO-ACTION within a Preschool Setting

Evaluation of the Effectiveness of the Emotional Education Program EMO-ACTION within a Preschool Setting

Equivocal expression of emotions in children with Prader-Willi syndrome: what are the consequences for emotional abilities and social adjustment?

Considerations and methods in assessing early learning and social–emotional development in young children.

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