Using stimulus equivalence technology to teach emotion recognition to adults with acquired brain injury

Abstract

The purpose of this study was to use stimulus equivalence technology to teach emotion recognition skills to three adults with acquired brain injuries. A pre-test, post-test design was employed to test for acquisition of the facial recognition skills after training. Computer presentation of the stimuli was used. A pre-test was conducted, in which participants’ abilities to expressively label facial representations of emotions and match distinct representations of emotions to other representations depicting the same emotion were examined. Next, participants received matching-to-sample training, in which they were first taught to receptively identify the facial representations of the basic emotions happiness, sadness and anger. They were then taught to receptively identify facial representations of those same emotions that were different from the first representations. When mastery criterion was attained, a post-test identical to the pre-test was presented. Results showed that the participants were able to demonstrate increased facial-emotional recognition skills after training.