Narrative Intervention to Teach Emotion Recognition in Children During the Middle Childhood Years

dc.contributor.author	Elledge, Deborah
dc.contributor.author	Eslinger, Kayley
dc.date.accessioned	2020-05-05T19:42:50Z
dc.date.available	2020-05-05T19:42:50Z
dc.date.issued	2018-04
dc.description	Color poster with text, images, and tables.	en_US
dc.description.abstract	This single-case study examined the use of a narrative intervention using storybooks to teach emotion recognition skills in a school-age, typically developing child. The purpose of this study focused on the question: do measures of emotion recognition increase with a narrative intervention approach for children during the middle childhood years?	en_US
dc.description.sponsorship	University of Wisconsin--Eau Claire Office of Research and Sponsored Programs.	en_US
dc.identifier.uri	http://digital.library.wisc.edu/1793/80070
dc.language.iso	en_US	en_US
dc.relation.ispartofseries	USGZE AS589;
dc.subject	Posters	en_US
dc.subject	Emotion recognition	en_US
dc.subject	Emotional intelligence	en_US
dc.subject	Elementary schoolchildren	en_US
dc.subject	Reading (Elementary)	en_US
dc.title	Narrative Intervention to Teach Emotion Recognition in Children During the Middle Childhood Years	en_US
dc.type	Presentation	en_US

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