Teaching Explicit Social-Emotional Skills with Contextual Supports for Students with Intensive Intervention Needs

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  • Author(s): Bierman, Karen L.; Sanders, Michael T.
  • Language:
    English
  • Source:
    Journal of Emotional and Behavioral Disorders. Mar 2021 29(1):14-23.
  • Publication Date:
    2021
  • Document Type:
    Journal Articles
    Reports - Evaluative
  • Additional Information
    • Availability:
      SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: http://sagepub.com
    • Peer Reviewed:
      Y
    • Source:
      10
    • Sponsoring Agency:
      Institute of Education Sciences (ED)
    • Contract Number:
      R305A150488
      R305B090007
    • Subject Terms:
      Social Development; Emotional Development; Behavior Problems; At Risk Students; Teacher Student Relationship; Peer Relationship; Emotional Disturbances; Behavior Disorders; Intervention; Social Emotional Learning; Self Control; Interpersonal Competence; Student Needs; Child Development; Neurological Organization; Context Effect; Evidence Based Practice; Cognitive Development; Children; Adolescents; Cognitive Restructuring; Behavior Modification
    • Accession Number:
      10.1177/1063426620957623
    • ISSN:
      1538-4799
    • Abstract:
      Social-cognitive and emotional factors as well as behavior problems contribute to the social difficulties experienced by many students with or at high risk for emotional and behavioral disorders (EBDs). The way that teachers and peers treat and respond to these students can either mitigate or exacerbate their challenges in establishing and maintaining positive social relationships and adjusting adaptively to the school context. Managing behavior alone does not address the self-regulatory skills deficits that contribute to social maladjustment, nor does it create socializing contexts that can support self-regulatory skill development. This article reviews research on neurodevelopmental processes and contextual constraints that contribute to the social-emotional difficulties of students with or at high risk for EBD. Implications for intervention design are explored, with a focus on the need for more consistent use of tiered social-emotional learning programs in schools to promote the self-regulation skills and social competence of vulnerable students with or at risk of EBDs. The authors also highlight the need for future research to enhance capacity to support tiered systems of intervention in schools and tailor them effectively to meet the varied needs of these students. [For the corresponding grantee submission, see ED610547.]
    • Abstract:
      As Provided
    • IES Funded:
      Yes
    • Publication Date:
      2021
    • Accession Number:
      EJ1286370