This study used two waves of data from a multi-dimensional social and emotional measure to examine the role that foundational SEL skills (i.e., Self-Management, Self-Awareness, Social Awareness) and Optimistic Thinking play in developing applied SEL skills (i.e., Goal-Directed Behavior, Personal Responsibility, Relationship Skills, and Decision Making). This study provided evidence that students classified as emotionally disturbed (ED) can benefit from SEL instruction that is embedded within multitiered, positive behavioral support interventions. There was an association between various foundational SEL skills (i.e., Self-Management, Self-Awareness, Social Awareness) and developing applied SEL skills (i.e., Goal-Directed Behavior, Personal Responsibility, Relationship Skills, and Decision Making) over an academic school year. While Optimistic Thinking is not one of the central social-emotional competencies in the CASEL framework, this study provided evidence of its ability to contribute to the development of applied social-emotional competencies.
| [1] | Campbell, S.B., et al., Commentary on the review of measures of early childhood social and emotional development: Conceptualization, critique, and recommendations. Journal of Applied Developmental Psychology, 2016. 45: p. 19-41.View Article |
| [2] | Daunic, A., et al., Brief Report: Integrating Social-Emotional Learning with Literacy Instruction: An Intervention for Children at Risk for Emotional and Behavioral Disorders. Behavioral Disorders, 2013. 39(1): p. 43-51.View Article |
| [3] | Vannest, K.J., et al., Improvement Rate Differences of Academic Interventions for Students With Emotional and Behavioral Disorders. Remedial and Special Education, 2010. 32(6): p. 521-534.View Article |
| [4] | Domitrovich, C.E., et al., Social-Emotional Competence: An Essential Factor for Promoting Positive Adjustment and Reducing Risk in School Children. Child Dev, 2017. 88(2): p. 408-416.View Article PubMed |
| [5] | Taylor, R.D., et al., Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-Up Effects. Child Development, 2017. 88(4): p. 1156-1171.View Article PubMed |
| [6] | Ecceles, J.S., The development of children ages 6 to 14. The Future of Children, 1999. 9(2): p. 30-44.View Article |
| [7] | Ross, T.D., Development of an implementation and evaluation plan for strong teens, a social and emotional learning curriculum. 2013, ProQuest Information & Learning: US. |
| [8] | Milsom, A. and J.L. Glanville, Factors Mediating the Relationship Between Social Skills and Academic Grades in a Sample of Students Diagnosed With Learning Disabilities or Emotional Disturbance. Remedial and Special Education, 2010. 31(4): p. 241-251.View Article |
| [9] | Adams, D., The application of social-emotional learning principles to a special education environment. KEDI Journal of Educational Policy, 2013. Special Issue: p. 103-118. |
| [10] | Espelage, D.L., C.A. Rose, and J.R. Polanin, Social-emotional learning program to reduce bullying, fighting, and victimization among middle school students with disabilities. Remedial and Special Education, 2015. 36(5): p. 299-311.View Article |
| [11] | Denham, S.A., et al., How Preschoolers' Social-Emotional Learning Predicts Their Early School Success: Developing Theory-Promoting, Competency-Based Assessments. Infant and Child Development, 2014. 23(4): p. 426-454.View Article |
| [12] | Collaborative for Academic, S., and Emotional Learning. What is SEL? 2020 [cited 2020 9/1/2020]; SEL defination]. Available from: https://casel.org/what-is-sel/. |
| [13] | Hood, M., P.A. Creed, and D.L. Neumann, Using the expectancy value model of motivation to understand the relationship between student attitudes and achievement in statistics. Statistics Education Research Journal, 2012. 11(2): p. 72-85. |
| [14] | Scheier, M.F. and C.S. Carver, Dispositional optimism and physical health: A long look back, a quick look forward. Am Psychol, 2018. 73(9): p. 1082-1094.View Article PubMed |
| [15] | Leaper, C., Chapter 9 - More Similarities than Differences in contemporary Theories of social development?: A plea for theory bridging, in Advances in Child Development and Behavior, J.B. Benson, Editor. 2011, JAI. p. 337-378.View Article PubMed |
| [16] | Phan, H.P., Longitudinal examination of optimism, personal self-efficacy and student well-being: a path analysis. Social Psychology of Education, 2016. 19(2): p. 403-426.View Article |
| [17] | National Center on Birth Defects and Developmental Disabilities, Autism and developmental disabilities monitoring network - 2012. 2012, National Center on Birth Defects and Developmental Disabilities: http://www.cdc.gov/ncbddd/autism/documents/ADDM-2012-Community-Report.pdf. p. 1-45. |
| [18] | LeBuffe, P.A., V.B. Shapiro, and J.A. Naglieri, DESSA Devereux Student Strenghts Assessment K-8th Grade. 2014: Apperson SEL+.View Article |
| [19] | Muthén, L.K. and B.O. Muthén, Mplus user's guide. Eighth Edition, ed. 8. 1988-2017, Los Angeles, CA. |
| [20] | Adams, D., The application of social-emotional learning principles to a special education environment. KEDI Journal of Educational Policy, Special Issue, 2013: p. 103-118. |
| [21] | Clinton, E., A Meta-Analysis of Video Modeling Interventions for Children and Adolescents with Emotional/Behavioral Disorders. Educational Research Quarterly, 2016. 40(2): p. 67-86. |
| [22] | Margolis, P. and H. McCabe, Improving Self-Efficacy and Motivation: What to Do, What to Say. Intervention in School and Clinic, 2006. 41(4): p. 218-227.View Article |
| [23] | Bandura, A., A social cognitive theory of personality., in Handbook of personality, L. Pervin and O. John, Editors. 1999, Guilford Publications: New York. p. 154-196. |
| [24] | Briesch, A.M., B. Daniels, and M. Beneville, Unpacking the term 'self-management': Understanding intervention applications within the school-based literature. Journal of Behavioral Education, 2019. 28(1): p. 54-77.View Article |
| [25] | Mokhtari, K. and C.A. Reichard, Assessing students' metacognitive awareness of reading strategies. Journal of Educational Psychology, 2002. 94(2): p. 249-259.View Article |
| [26] | Schoenfeld, A.H., Learning to Think Mathematically: Problem Solving, Metacognition, and Sense Making in Mathematics (Reprint). Journal of Education, 2017. 196(2): p. 1-38.View Article |
| [27] | Efklides, A. Metacognition: Defining its facets and levels of functioning in relation to self-regulation and co-regulation. Hogrefe & Huber Publishers. 2008.View Article |
