#254500
Heidi Expressions test game (#254500) has been developed to improve early evaluation of vision for communication. Among the visually impaired children there are some who cannot see expressions and/or do not recognize people by their faces. These children may have nearly normal results in routine vision tests (large visual field and normal or near normal visual acuity.) Other visually impaired children may have this deficit in visual recognition as a part of more extensive loss of visual functions.
Many children have Cerebral Palsy, which, however, may be so mild that it has not required special treatment.
If the child's difficulties are not known and understood, his/her behavior may cause misunderstandings and needless negative experiences in social interactions. Therefore, testing of a child's ability to see differences between different facial expressions is an important part of functional visual assessment.
Visually impaired children have two different kinds of
problems in learning to recognize faces and to interpret
facial expressions:
It is possible to observe which type of problem the child
has during the Heidi Expressions test game . In some cases
the child may have poor quality of image and poor facial recognition.
Heidi Expressions test game contains six different basic
expressions (see under the heading.) Each expression is
on two exactly identical cards and on a third card which
has one additional feature, a bow on Heidi's hair. In
this picture are the sets of three cards depicting smiling
Heidi and sad Heidi.
Play situation:
The Heidi Expressions game can be used from the age of 30-36 months when teaching the child how people look when they have the six basic expressions depicted on the cards. Matching the cards gives a natural situation to discuss the different expressions.
Depending on the child's age and communication level the matching game is varied. First the cards can be looked at and the expressions discussed. The tester and the child may make the expressions themselves. With an older child it is possible to reflect upon the causes why Heidi might be glad, sad, serious or weeping.
During this discussion it is possible to observe whether the child has to look very close on the cards and the tester's face to see the expressions or whether the child seems to have difficulties in understanding the concept of facial expressions. In the latter case tactile information is used as additional information. It may be that the child needs to feel the facial features to perceive the expression and to recognize them.
Drawing pictures of faces can be combined to the Heidi Expressions game. Draw the circle and the eyes and ask the child "Which expression does Heidi have this time?". The child may draw the mouth or the tears assisted by the tester when needed. This is another effective way to make the child aware of the structure of expressions. At the same time it can be used to create picture perception as such, to teach the child to understand how a picture represents an object. The expressions can also be created by using pipe cleaners for the mouth and buttons for the eyes glued on a small paper plate as an activity in nursery or kindergarten. The child's creations can be used to observe which features the child uses in the recognition of his/her picture.
When the child seems to understand the six different basic expressions, the cards can be matched. First only six cards are chosen, for example the smiling Heidis and the weeping Heidis. If the child does not have cognitive visual functions for facial recognition, he/she may match the faces with the bow as equal. This needs to be discussed with the child by showing once more on the tester's face how the different expressions look. The child may be able to see the expressions in a real life situation although they are too difficult to be recognised in a picture.
By combining the information gathered in the different play situations we learn a lot about the children’s ability to see and interpret facial features and expressions. Then we can support his/her learning in this area which is central in every day social interactions.
If a child is found not to recognize faces and/or facial expressions in these black & white cards, testing is continued using colour photographs and real life situations. Each child who has deviations from normal behaviour in interaction with peers and family members needs a thorough assessment of vision for communication. In a group of children the child may need an interpreter/intervener because in that situation (s)he may be functionally blind even if (s)he functions normally in other visual tasks. Without help the play situation in a group of children may be so stressful and confusing that the child prefers to withdraw and may be diagnosed as having ‘autistic behaviours’.