A study including a few number of training sessions. It also added contextual information to non-verbal indicators such as line drawings and photographs so that one condition added contextual information and  another condition did not. A social context was used to run the experiment. Participants were put in a familiar setting, an adult resource centre that they attended, and also involved experimenters who were staff members from the centre. The training separated participants into  groups to ensure that social relationships are involved in the process of applying emotion recognition skills in the experiment. 


How factors are considered in an ERT study 




As a result of including a social component to ERT, there was a significant increase in accuracy in identifying emotions across many differerent types of experimental tasks in group training. In addition, a significant increase in accuracy was found for line drawings and photographs with context. As a result of few training sessions, emotion recognition ability significantly improved. 


Why ERT factors are important 



-Time (training should be practical in terms of time spent) 
-Age
-Intellectual ability
-Demands of the task (e.g., recognition or labelling)
-Contextual information in Non-verbal Indicators 
-Social Context 


Boston University

Emotion recognition training is a treatment approach for learning disabilities. It targets social skills by training individuals with learning disabilities emotion recognition. The training includes utilizing non-verbal indicators like visual cues (line drawings, photographs, video-tapes) and gestural cues (facial expressions, body language etc.,). 


Emotional Recognition Training: How accessibility is used to promote social skills 


McKenzie, K., Matheson, E., McKaskie, K., Hamilton, L., &amp; Murray, G. C. (2000). Impact of group training on emotion recognition in individuals with a learning disability. British Journal of Learning Disabilities, 28(4), 143–147. https://doi.org/10.1046/j.1468-3156.2000.00061.x 

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