Multisensory Learning of Socio-Emotional Skills: Linking Emotion Confusion to Behavioral Outcomes in Schools

Emotion recognition ability (ERA) is a core component of social cognition and behavioral regulation. While previous studies focused on individuals with neuroanatomical impairments, less is known about multisensory emotion mis-perception in typically developing children with behavioral difficulties. This study investigated the relationship between multisensory emotional confusion and behavioral problems in early childhood, using a revised DANVA-2-RV and the SDQ-Teacher Version. Forty children (mean age = 6.1 years; 21 males) completed the DANVA-2-RV to assess emotion recognition. Teachers completed the SDQ to evaluate behavioral functioning. An emotional confusion index was computed from DANVA-2-RV response patterns. Pearson correlations, PCA, and ANOVA/MANOVA were conducted. Total emotional confusion was significantly correlated with all SDQ problem scales. Peer problems showed the strongest correlation (r = 0.81, p < 0.01), followed by emotional problems (r = 0.52), conduct problems (r = 0.50), and hyperactivity (r = 0.45). Paralanguage confusion was correlated with SDQ total Difficulties (r = 0.56) and Emotional Problems (r = 0.65). Prosocial behavior was negatively associated with Total confusion score (r =-0.55). PCA showed that confusion for anger and happiness accounted for most variance. ANOVA revealed significantly higher confusion scores among 1 children within the clinical SDQ range (F = 4.65, p = 0.0374). MANOVA further confirmed a clear group separation (Wilks’ Λ = 0.446). Overall, mul-tisensory emotional confusion appears to be a robust correlate of behavioral maladjustment in early childhood. These findings support the inclusion of confusion metrics in emotion recognition assessments and underscore the importance of early interventions to strengthen socio-emotional competencies.