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Brief Report: Integrating Social-Emotional Learning with Literacy Instruction--An Intervention for Children at Risk for Emotional and Behavioral Disorders
Format: Report
Publication Date: 2013/11/01/
Publisher: Behavioral Disorders
Pages: 43 - 51
Sources ID: 90486
Notes: Accession Number: EJ1023793; Acquisition Information: Council for Children with Behavioral Disorders.  Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612-276-0142; Web site: http://www.ccbd.net/publication/behavioraldisorders; Language: English; Education Level: Kindergarten; Reference Count: 49; Journal Code: APR2018; Level of Availability: Not available from ERIC; Publication Type: Report; Publication Type: Academic Journal; Entry Date: 2014Accession Number: EJ1023793; Acquisition Information: Council for Children with Behavioral Disorders.  Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612-276-0142; Web site: http://www.ccbd.net/publication/behavioraldisorders; Language: English; Education Level: Kindergarten; Reference Count: 49; Journal Code: APR2018; Level of Availability: Not available from ERIC; Publication Type: Report; Publication Type: Academic Journal; Entry Date: 2014
Visibility: Public (group default)
Abstract: (Show)
It is widely believed that children's social-emotional growth and academic learning are inextricably connected. Pressured by high-stakes assessments, however, school professionals find it difficult to devote adequate time to children's social/behavioral development. As a response, we developed and piloted Social-Emotional Learning Foundations (SELF), a curriculum for students at risk for emotional or behavioral problems that merges instruction in social-emotional learning with early literacy skills. Designed for small-group instruction, the SELF curriculum provides teachers multiple opportunities to extend language and promote emotional and behavioral self-regulation while teaching early literacy skills that include vocabulary development and comprehension. This preliminary study was used to explore intervention feasibility, pilot implementation, and measurement protocols and to provide some evidence in support of further study. Findings from the pilot implementation in eight kindergarten classrooms indicated that SELF lessons improved teacher-reported executive function, internalizing behavior, and school-related competence. As a preface to a more rigorously designed efficacy study, the pilot study results provide preliminary evidence that integrating social-emotional learning and literacy instruction may be a viable strategy for promoting self-regulation in the service of positive social and academic outcomes for children at risk.