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Social Emotional Learning Curriculum...

Morales, Jeanine Anna.

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Social Emotional Learning Curriculum in Middle School Students with Disabilities.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Social Emotional Learning Curriculum in Middle School Students with Disabilities./
作者:	Morales, Jeanine Anna.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	59 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-03, Section: A.
Contained By:	Dissertations Abstracts International82-03A.
標題:	Educational psychology. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28093683
ISBN:	9798664789478

Social Emotional Learning Curriculum in Middle School Students with Disabilities.
Morales, Jeanine Anna.

Social Emotional Learning Curriculum in Middle School Students with Disabilities. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 59 p.

Source: Dissertations Abstracts International, Volume: 82-03, Section: A.

Thesis (Psy.D.)--Fairleigh Dickinson University, 2020.

This item must not be sold to any third party vendors.

In the field of school psychology, there have been many research studies conducted pertaining to how social emotional competence in childhood has lasting implications for an individual's future. Although research supports the critical need for social emotional competence in childhood and the potential for positive academic and social trajectories for one's future, few studies have focused on the impact of social emotional learning (SEL) curricula for children with developmental disabilities. Thus, this study focused on evaluating the effectiveness of Social Emotional Learning Curricula, as implemented by Second Step Social Emotional Learning Curriculum, and its effectiveness in reducing problem behaviors, improving prosocial behaviors and enhancement of academic achievement as measured by time on-task in students with developmental disabilities. The study focused on students, ages 12 through 14, from an urban special education setting in the northeast United States. The students were provided with Second Step social emotional learning curriculum for sixteen weeks, which focused on explicitly teaching prosocial behaviors. The first 12 weeks were conducted in person, in the classroom, while weeks 13-16 were taught via distance learning due to the COVID-19 pandemic. Pre and post-intervention rating scales and observation tools were used to indicate whether those who were taught social emotional learning skills displayed statistically significant changes in prosocial behaviors, student engagement, and problem behavior from pre to post intervention after the completion of treatment after 4 months of implementation. Analyses of data from pre-intervention to post-intervention indicated that the students displayed statistically significant changes in internalizing behavior, externalizing behavior and student engagement from pre-intervention to post-intervention.

ISBN: 9798664789478Subjects--Topical Terms:

517650
Educational psychology.
Subjects--Index Terms:

Developmental disabilities

Social Emotional Learning Curriculum in Middle School Students with Disabilities.
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