Am Ann Deaf. 2024;169(3):284-300. doi: 10.1353/aad.2024.a937174.
Deaf and hard of hearing (DHH) children are developmentally delayed in facial emotion recognition (FER). This study aimed to explore the possibility of enhancing the FER ability of DHH preschoolers through a group-play intervention. Nineteen children with a cochlear implant or hearing aid were enrolled in a 4-week intervention; six DHH children were assigned to a control group. The training program included a learning procedure for four basic emotions: happiness, sadness, anger, and fear. A pretest/posttest design was used to measure the DHH children's FER performance. The results indicated that although the two groups performed comparably on the FER task before the training (pretest), the performance of the intervention group was significantly better than that of the control group in the posttest. Moreover, the DHH children in the intervention group showed the greatest improvement in FER of happiness.
聋和重听（DHH）儿童在面部情绪识别（FER）方面存在发育迟缓。本研究旨在探索通过小组游戏干预来提高 DHH 学龄前儿童 FER 能力的可能性。19 名植入人工耳蜗或助听器的儿童参与了为期 4 周的干预；6 名 DHH 儿童被分配到对照组。培训计划包括四个基本情绪（快乐、悲伤、愤怒和恐惧）的学习过程。采用前测/后测设计来衡量 DHH 儿童的 FER 表现。结果表明，尽管两组在训练前（前测）的 FER 任务中表现相当，但干预组的表现明显优于对照组。此外，干预组的 DHH 儿童在 FER 快乐方面的表现提高最大。
