A cross sectional study of multisensory learning socioemotional skills and behavioral outcomes in schools

Emotion recognition ability (ERA) is a core component of social cognition and behavioral regulation. While previous studies have focused on individuals with neuroanatomical impairments, little is known about multisensory emotion misperception in typically developing children with behavioral difficulties. This study explored the relationship between multisensory emotional confusion and behavioral problems in early childhood, using the Diagnostic Analysis of Nonverbal Accuracy – Second Edition, Revised Version (DANVA-2-RV) and the Strengths and Difficulties Questionnaire – Teacher Version (SDQ-TV). Data were collected from three first-grade classes in two public elementary schools in Southern Italy. Both institutions are inclusive, but only typically developing children were included in the normative sample. Forty children (mean age = 6.1 years; 21 males) completed the DANVA-2-RV to assess recognition of basic emotional expressions, while their main teachers completed the SDQ-TV to evaluate behavioral functioning. Results showed that multisensory emotional confusion was consistently associated with behavioral maladjustment. Moreover, the emotional confusion index emerged as a significant predictor of behavioral difficulties, highlighting its potential as an early indicator of socio-emotional vulnerability. These findings support the inclusion of confusion metrics in assessments and emphasize the importance of early interventions to strengthen children’s socio-emotional skills.