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

Bierman, Karen L.; Sanders, Michael T.

doi:10.1177/1063426620957623

Cited by 13 publications

(8 citation statements)

References 57 publications

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“…This finding is in agreement with previous studies. Young children who grow up in poverty are at increased risk for emotional recognition, self-regulation, and social skills, which are all important factors in social–emotional competence associated with school success ( Bierman and Sanders, 2021 ). For example, a study by Fletcher found a significant positive correlation between family income and children’s self-control and interpersonal skills, among others, and further testing found the association between family income and these skills.…”

Section: Discussionmentioning

confidence: 99%

How the home learning environment contributes to children’s social–emotional competence: A moderated mediation model

Li¹,

Tao²,

Zheng³

2023

Front. Psychol.

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IntroductionThe home learning environment is the earliest contact learning environment in early childhood development, which plays an important role in the development of children’s social-emotional competence. However, previous studies have not clarified the precise mechanisms by which the home learning environment influences children’s social-emotional competence. Therefore, the purpose of the study is to explore the relationship between the home learning environment and its intrinsic structure (i.e. structural family characteristics, parental beliefs and interests, and the educational processes) and children’s social-emotional competence, and whether gender plays a moderating role in the relationship.MethodThe study randomly selected a sample of 443 children from 14 kindergartens in western China. The Home Learning Environment Questionnaire and the Chinese Inventory of Children’s Social-emotional competence scale were used to investigate the home learning environment and social-emotional competence of these children.Results(1) Structural family characteristics and parental beliefs and interests both had a significant positive predictive effect on children’s social-emotional competence. (2) The educational processes fully mediate between structural family characteristics, parental beliefs and interests, and children’s social-emotional competence. (3) Gender moderated the effect of the home learning environment on children’s social-emotional competence. Gender moderates not only the indirect effects between parental beliefs and interests and children’s social-emotional competence, but also the indirect effects between structural family characteristics and children’s social-emotional competence. At the same time, gender also moderated the direct effects between parental beliefs and interests and children’s social-emotional competence.DiscussionThe results emphasize the crucial role of the home learning environment in the development of children’s early social-emotional competence. Therefore, parents should pay attention to the home learning environment and improve their ability to create a home learning environment that promotes the positive development of children’s social-emotional competence.

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Section: Discussionmentioning

confidence: 99%

How the home learning environment contributes to children’s social–emotional competence: A moderated mediation model

Li¹,

Tao²,

Zheng³

2023

Front. Psychol.

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“…Often, these students struggle to effectively navigate the social environment of the school and can experience low levels of positive peer interactions, victimization, and/or exclusion (Magg, 2006). As a result, explicit instruction in social-emotional skills is often one component of support plans for these students (Bierman & Sanders, 2021). Although this can be a highly beneficial intervention for improving relationships with their typical peers, school staff can also implement positive peer feedback strategies to further support the development of positive relationships.…”

Section: Positive Peer Feedbackmentioning

confidence: 99%

Positive Peer Reporting for Middle School Students With Emotional and Behavioral Disorders

Haydon

Kennedy

Stremel

et al. 2022

Intervention in School and Clinic

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Students with disruptive behavior problems can contribute to loss of instruction time in the classroom and may cause irritation for peers. However, peers can serve as powerful change agents in the classroom. Promoting positive peer interactions is especially important for students with emotional and behavioral disorder (EBD). One effective approach to promote prosocial behaviors and support students with EBD is positive peer reporting. The use of positive peer reporting decreases negative interactions among peers by increasing prosocial behaviors. This column reviews the literature about this strategy, discusses the ways in which it can be adapted to best fit the needs of students, and provides guidance and recommendations for how to implement these approaches in an applied setting.

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“…Parallels between developing a culturally specific coping curriculum can be made with how EBD intervention researchers might integrate social skills instruction (e.g., stress management skills) into an existing curriculum (Bierman & Sanders, 2021). Identifying critical intervention elements and modifying a curriculum to meet the needs of students with EBD in a given context could contribute to its effectiveness (Cook & Cook, 2013).…”

Section: Tenants Of Mmr: a Primermentioning

confidence: 99%

A Framework for Approaching Mixed Methods Intervention Research to Address the Emotional and Behavioral Health Needs of Children

Houchins

Hitchcock

Conroy

2022

Behavioral Disorders

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The use of singular methodologies has dominated emotional and behavioral disorder (EBD) intervention research, and by extension, the field has not deployed mixed-methods research (MMR). The purpose of this article is to provide an overview of MMR and demonstrate its utility for conducting EBD intervention research. The basic tenants and design principles of MMR are discussed. Then, we present an aspirational framework that summarizes 17 areas where MMR can be applied to EBD intervention research using a school psychology study for illustration. The framework includes (a) research question development, (b) intervention development, (c) instrumentation development, (d) selection, (e) sampling, (f) multi-lens causality, (g) social validity, (h) acceptability, (i) stakeholder perspectives, (j) treatment integrity, (k) contamination, (l) carry-over effects, (m) outcome variability, (n) attrition, (o) replication, (p) data analysis and interpretation, and (q) dissemination. By referring to this framework as being aspirational, we mean to convey that very few social science studies or programs of research fully address all its elements; indeed, it may even be considered as a wish list. However, we contend that MMR approaches can help researchers to address the framework more fully within their lines of EBD inquiry.

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

Cited by 13 publications

References 57 publications

How the home learning environment contributes to children’s social–emotional competence: A moderated mediation model

How the home learning environment contributes to children’s social–emotional competence: A moderated mediation model

Positive Peer Reporting for Middle School Students With Emotional and Behavioral Disorders

A Framework for Approaching Mixed Methods Intervention Research to Address the Emotional and Behavioral Health Needs of Children

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