In the documents
Brief Report: Integrating Social-Emotional Learning with Literacy Instruction: An Intervention for Children
at Risk for Emotional and Behavioral Disorders
Ann Daunic, Nancy Corbett, Stephen Smith, Tia Barnes, Lourdes Santiago- Poventud, Pam Chalfant, Donna Pitts, and Jeisha Gleaton
University of Florida
ABSTRACT: 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 (SELE), 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 SELE 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 SELE 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.
• Social-emotional growth and academic learning do not occur on parallel tracks but are inextricably connected (Downer & Pianta, 2006; Riggs, Greenberg, Kusche, & Pentz, 2006). Although policy initiatives (i.e.. Race to the Top; Common Core State Standards) are beginning to address some aspects of social- emotional learning (SEL), current accountabil- ity measures emphasize academic goals. Even when teachers recognize SEL's importance, they are hard pressed to pay it adequate attention because of the pressure to prepare children for high-stakes assessments that may occur as early as first grade (Bridgeland, Bruce, & Hariharan, 2013; Elias, Bruene-Butler, Blum, & Schuyler, 2000; Greenberg et al., 2003).
Moreover, a significant number of today's young children have emotional and behavioral difficulties described as serious and chronic (Blair & Diamond, 2008). Emotional and behavioral disorders (EBD) tend to remain stable from early childhood on and are often predictive of later problems and a variety of negative outcomes in adolescence and adult- hood (Lochman, Dunn, & Klimes-Dougan,
1993). Recently, the problems of children with EBD, who typically fail to understand complex social situations, interact effectively, and recognize and/or manage their emotions, have been linked to the poor development of self- regulation (e.g., Raine, 2002; Seguin & Zelazo, 2005). According to recent studies in devel- opmental neuropsychology (Graziano, Reavis, Keane, & Calkins, 2007; Hughes, 2011; Rueda, Posner, & Rothbart, 2005), deficient self-regulation, in turn, has been linked to deficits in executive function (EF). Although researchers have debated the specific con- structs involved (Carlson, 2005; Gioia, Isquith, Retzlaff, & Espy, 2002), most agree that EE comprises a collection of interrelated cognitive processes that include inhibition of impulses, cognitive or attentional flexibility, working memory, and monitoring. Executive function is hypothesized to contribute significantly to social-cognitive and behavioral functioning (Blakemore & Choudhury, 2006; Riggs et al., 2006), and as early as kindergarten, emotional and behavioral self-regulation has been linked to both social-emotional and academic learn- ing (Graziano et al., 2007).
Behavioral Disorders, 39 (1), 43-51 N o v e m b e r 2 0 1 3 / 4 3
Integrating Social-Emotional Learning and Literacy
The same EE skills that are associated with the self-regulation of emotions and behavior are also involved in the comprehension of oral and written language (i.e., early literacy; McClelland et al., 2007). For example, in her discussion of how the development of self- regulation influences reading comprehension, Westby (2004) outlined four critical cognitive processes that include or are related to EF: emotional control, working memory, internal- ization of self-directed speech, and problem solving. The development of children's self- talk, critical to self-regulation, is realized through development in receptive and expres- sive vocabulary, the expansion of background knowledge, and an increasing understanding of relations among concepts. As children develop self-talk, therefore, they are both strengthening language and using language to regulate their emotional and behavioral re- sponses (Greenberg, 2006; Singer & Bashir, 1999).
Due in part to these theoretical links and in part to the practical issue of when to devote time to SEL, researchers and practitioners are beginning to merge social-emotional program- ming with academic curricula. Positive find- ings to date from this integration have included increased attention, motivation, and socially competent behavior; reductions in aggressive and disruptive behavior (see Brackett, Rivers, Reyes, & Salovey, 2012; Jones, Brown, & Aber, 2011; Shechtman & Yaman, 2012); gains in math and reading achievement Cones et al., 2011; Payton et al., 2008); and improved student grades (Brackett et al., 2012). Most integrated programs have been implemented at the universal level (whole-class instruction) rather than as selective or targeted interven- tions for students displaying significant behav- ior problems (see Payton et al., 2008).
Concurrently, in the primary grades, an increasing amount of instructional time is spent in literacy/language arts (i.e., reading, writing, speaking, and listening; Center on Education Policy, 2007). In addition to pho- nemics and phonological awareness, teachers are responsible for promoting primary stu- dents' oral language, which is foundational to understanding social conventions for con- versations, learning new vocabulary, and developing reading comprehension skills (Na- tional Governors Association Center for Best
Practices, Council of Chief State School Officers, 2010). Therefore, in light of (a) the promising findings on integrated SEL instruc- tion, (b) the relative lack of selective or targeted interventions for young children at risk for EBD, and (c) the current emphasis on literacy in the primary grades, we developed and piloted Social-Emotional Learning Foun- dations (SELF), an SEL curriculum embedded in literacy instruction for children at risk for emotional and behavioral problems in the primary grades.
SELF extends current work in integrated social-emotional and academic learning (Bar- nett, Jung, Yarosz, Thomas, & Hornbeck, 2006; Elias & Bruene-Butler, 2005; Brown, Roderick, Lantieri, & Aber, 2004) by embed- ding SEL within supplemental, small-group reading instruction for children who may be at risk for developing EBD. The Social-Emo- tional Learning Foundations' intentionally de- signed pedagogy fosters the development of language and self-regulatory skills foundation- al to both social-emotional adjustment and literacy. Teachers explicitly instruct students in age-appropriate critical SEL competencies us- ing the interactive storybook reading strategies of dialogic reading (DR; Lonigan & White- hurst, 1998; Whitehurst, Zevenbergen, Crone, Schultz, Velting, & Fischel, 1999) and system- atic vocabulary development. When used with storybooks containing social-emotional con- tent, these techniques can help students develop emotional and cognitive self-regula- tion and meet the demands of successful social-emotional and academic development.
Description of the SELF Curriculum
SELF lessons cover five social-emotional learning competencies: self-awareness, self- management, social awareness, relationship management, and responsible decision mak- ing (see Zins, Bloodworth, Weissberg, & Walberg, 2004). Following an introductory lesson, the pilot study curriculum consisted of five carefully coordinated units (one unit per competency), each composed of three lessons. Each topic/unit was introduced with a story- book that the teacher could read in one lesson. We selected authentic children's literature using the following specific criteria: develop- mental appropriateness, cultural and ethnic diversity, clear story structure with social- emotional topics to which students could
4 4 / November 2013 Behavioral Disorders, 39 (1), 43-51
relate, and illustrations that support social- emotional vocabulary and help narrate the story.
SELF lessons were taught two to three times per week for 20 min each in small groups (three to four students) to maximize opportunities to promote receptive and ex- pressive language, particularly language relat- ed to SEL. In the first lesson in each topic, the teacher introduced the social-emotional con- cept and vocabulary, tapped background knowledge, and read the designated story- book, initiating discussion with four to five prompts related to the SEL objective. The second lesson in each topic incorporated a re-reading of the storybook using DR to promote more in-depth discussion, and the third lesson focused on application of social- emotional concepts through a variety of activities.
Storybook reading, used in the first lesson for each topic, is a frequently occurring kindergarten activity that provides a socially interactive context within which children can learn and apply verbal and conceptual skills (Neuman, 1996) and participate in increasing- ly sophisticated conceptual conversations (Dickinson & Tabors, 2001). Through small- group discussions about respecting others or making responsible decisions, for example, the teacher facilitates early literacy skill acquisi- tion, such as vocabulary knowledge and comprehension of spoken and written lan- guage (see Snow, Burns, & Griffin, 1998; Teale, 2003).
A version of DR, used during the first and second lessons in each SELF topic, is used to enhance students' language and comprehen- sion (Arnold, Lonigan, Whitehurst, & Epstein, 1994; Lonigan & Whitehurst, 1998; Valdez- Menchaca & Whitehurst, 1992; Whitehurst et al., 1999). When implemented with children 2 to 6 years old from low-Income families, DR had positive effects on oral language, a critical aspect of behavioral self-regulation (McClel- land et al., 2007), emergent literacy (Arnold et al., 1994; Lonigan, Anthony, Bloomfield, Dyer, & Samwel, 1999), and reading compre- hension (Paris & Paris, 2003). As the teacher re- reads the storybook, DR provides a framework that promotes active learning and fosters dialog (Al Otaiba, 2004). In each DR lesson, the teacher asks " w h " (what, where, why) ques- tions, models mature language while repeating what the child says, affirms correct responses, and provides feedback by scaffolding partially
correct or incorrect responses. The teacher scaffolds and extends children's responses using specific types of prompts that include completion, recall, open ended, and distancing (requiring the child to relate story content to his or her own life and consider the thoughts and feelings of others). Finally, students are asked to retell or summarize the story in their own words. Collectively, these tasks require children to attend to instructions, respond when asked (inhibit impulsive responses), plan and initiate their responses, use working memory to remember instructions, and use self-talk to guide retrieval of information and monitor performance, that is, to use EF and language as they develop and practice skills related to effective and efficient social and academic behavior.
Targeted vocabulary instruction is incor- porated in all SELF lessons to engage children in discussions related to the social-emotional content of the book and foster comprehension (Beck & McKeown, 2001; Beck, McKeown, & Kucan, 2002). Teachers explicitly teach two to four designated words that occur in the selected storybook or are related to the specific SEL lesson objective and denote concepts children can identify with and use in conver- sation. Social-Emotional Learning Foundations teachers (a) pronounce the vocabulary word, (b) explain its meaning using words students already know, (c) use it in multiple contexts, and (d) guide activities that require students to use the word appropriately.
The application of social-emotional con- cepts during the third lesson in each topic requires students to engage in activities such as role-plays and scenarios that require social decision making and generalization of what they have learned to other contexts. Students engage in authentic discourse using social- emotional vocabulary (Pellegrini & Galda, 1991), practice using social conventions of conversation (i.e., turn taking, making eye contact), and apply emotional and behavioral self-regulation strategies (e.g.. Breathe and Think) to real-life situations. Table 7 provides an overview and examples of these lesson components using a specific topic (empathy) and associated objective(s).
In sum, the carefully coordinated combi- nation of theoretically based instructional strategies used in SELF enables the teacher to emphasize critical SEL concepts and vocabu- lary and helps students generalize learned skills to novel situations within and outside of
Behavioral Disorders, 39 (1), 43-51 November 2013 / 45
TABLE 1 Overview of SELF Lesson Components
Component SEL Topic: Empathy Objective(s)
Introduction of social- emotional concept and vocabulary
Building background for social-emotional and academic learning
Read aloud with dialogic prompts
Application of social- emotional concept
Teacher and students talk about a time wiien they felt sick, who cared for them and how they were comforted and soothed
Teacher provides student-friendly definition for two to four words related to empathy (e.g., Wtien you comfort 5omeor}e, you do or say something to help them fee! better), conducts picture walk through book. Bear Feels Sick, models thoughts using self-talk, and asks students to look for things Bear's friends do to care for and soothe him
Teacher rereads storybook and promotes conversation, e.g.. What are some things Bear does to soothe and comfort his friends while they're sick?
Teacher prompts students to relate content to their lives in their own words, e.g.. Are there things you'd like friends to do to care for you when you're sick?
Batty (puppet) tells children he is feeling sick, and teacher asks them to show how they can soothe Batty
Children talk with a partner about what they can do to show how they care for and comfort a friend in a different situation
Recognize empathetic feelings and describe an experience of being cared for and of caring for others
Understand social-emotional vocabulary and use it in conversation;
Identify expressions of empathy in pictures
Engage in dialog about a social-emotional concept, understanding and using accurate and sophisticated language
Generalize concept of empathy to novel situations;
Demonstrate self-regulation by making appropriate decisions;
Practice social conventions of conversation
Note. Targeted vocabulary words are in bold. Additional information about the SELF curriculum can be accessed through the Cognitive Behavioral Research Croup at the University of Florida (http://education.ufl.edu/cognitive-behavioral-research-group/).
the small-group setting. We hypothesized that these components, taught within the context of literacy instruction, would effect positive change in teacher-reported EF-related skills associated with emotional and behavioral self- regulation, outcomes related to social-emo- tional behavior, and early reading comprehen- sion, as illustrated in Figure 1.
The purpose of this pilot study was to (a) determine the feasibility of integrating this selective, small-group SEL intervention within the context of literacy instruction, (b) pilot implementation protocols, and (c) collect preliminary data to initiate an examination of its potential for improving social-behavioral outcomes.
Method
Setting and Participants
To pilot SELF, we worked in two large elementary schools in north central Florida with a racial and socioeconomic diversity of students. We selected the schools because of their interest in the research; one served as the treatment condition and the other as a business-as-usual (BAU) control condition. We queried teachers in the BAU condition and
verified that teachers were not providing substantive SEL curricula or direct instruction in SEL competencies. Teachers did report that on occasion they used morning meetings to discuss SEL-related topics, such as getting along, or mentioned school- or classroom- related behavioral goals during the day.
To select participants, kindergarten teach- ers (8 treatment, 10 control) identified three to five children with behavioral risk, ruling out children with other significant disabilities (e.g., autism, intellectual disability), using school re- sources such as the Early Childhood Observa- tion System (ECOS), a Florida school readiness measure for assessing kindergarten children in several domains, including Language and Literacy and Social and Personal Skills. The treatment group consisted of 26 boys and 4 girls; 16 were Black, 11 were White, 2 were Hispanic, and 1 was multiracial. The control group consisted of 23 boys and 4 girls, of whom 15 were Black, 8 White, 3 multiracial, and 1 Hispanic. All participants spoke English as their primary language.
Assessment of Treatment Efficacy
We used the following measures to con- duct a preliminary examination of SELF effects
46 / November 2013 Behavioral Disorders, 39 (1), 43-51
SELF Intervention Components
Change Mechanisms
Outcomes
Reading Storybooks with Sociai-Emotionai Content
Targeted Vocabuiary Instruction
Dialogic Reading
Application of Social- I Emotional Concepts & Sl<ills I
Seif-Reguiatlon (EF) o Cognitive Flexibility o Inhibition o Working Memory o Emotion Control o Monitoring
Language
Behavioral Adjustment o Internaiizing o Externalizing o Sociai Skills o Competence
Reading Comprehension
Figure 1. Theory of Change.
on outcomes related to self-regulation, behav- ior, and literacy. The Behavior Rating Inven- tory of Executive Function Teacher Form (BRIEE; Gioia, Isquith, Guy, & Kenworthy, 2000) evaluates teacher-reported emotional and behavioral self-regulation within the school context. The Teacher Eorm contains 86 items comprising 8 clinical scales (and 2 indices) that measure Inhibit, Shift, Emotional Control, Initiate, Working Memory, Plan/ Organize, Organization of Materials, and Monitor within the context of school. Sam- ple-specific Cronbach's alphas at pre for BRIEF subscales ranged from .725 (Planning) to .943 (Inhibit); Cronbach's alphas were .880 and .612 for the Metacognition Index and the Behavior Regulation Index, respectively.
The Clinical Assessment of Behavior Teacher Rating Form (CAB-T; Bracken & Keith, 2004) consists of 70 questions that comprise subscales including internalizing, externalizing, social skills, and competence. Sample-specific Cronbach's alphas at pre for CAB subscales were .937, .814, .881, and .890 for External, Internal, Social, and Competence, respectively.
The Woodcock Reading Mastery Test- Revised (Woodcock, 1987) is a comprehensive individual assessment of reading ability. To assess children's comprehension, trained members of the research team administered the Passage Comprehension subtest, which resembles a cloze exercise and requires test takers to provide an appropriate word accord- ing to the meaning of the surrounding sen- tences or phrases. Picture clues are included for approximately one third of the easiest items; participants receive a single score for the subtest.
To assess vocabulary development, we used data from the expressive vocabulary subscale of
the Florida Assessment for Instruction in Read- ing, available from the school district for all kindergarten participants in our study.
Assessment of Treatment Fidelity
To determine whether teachers in the treatment school followed SELF protocols and delivered lesson components as intended, we videotaped approximately 20% of all lessons taught across the eight kindergarten treatment classrooms. We selected the second, fifth, and eighth of the 16 SELF lessons to observe introductory lessons that introduced a topic and associated book, DR lessons, and appli- cation activity lessons. We watched the videos to determine whether the lessons were feasible to deliver and understandable to the children and to gather information for the development of a more formal assessment of fidelity to use in future studies.
Data Analyses
To determine group equivalence (treat- ment vs. control) prior to intervention, we conducted a f test on pretest scores, and to determine intervention effects, we conducted an analysis of covariance (ANCOVA) on posttreatment scores for each outcome mea- sure. In addition to condition (treatment vs. control), we included the pretest score as a covariate to control for the influence of pretreatment (baseline) risk. Some CAB and BRIEF subscales violated assumptions of ho- mogeneity of variance (using Levene's test) and normality of score distributions; thus, we used a rank transformation procedure (see Olejnik & Algina, 1984), replacing raw scores
Behavioral Disorders, 39 (1), 43-51 November 2013 / 47
with corresponding ranks to conduct AN- COVA analyses on these outcome measures.
Results, Discussion, and Future Directions
Findings from f tests to determine group equivalence at baseline yielded differences on 2 of 17 outcome variables, such that children in the treatment group were at higher risk on the Inhibition subscale of the BRIEF Behavior Regulation Index (f[l, 54] = -2.40, p < .05) and at lower risk on the social skills subscale of the CAB (f[1, 53] = -2.10, p < .05). (Note: Higher scores on BRIEE subscales and indices indicate higher risk.) Results from ANCOVA analyses showed significant main effects of treatment on Internalizing behavior (F]l, 23] = 4.48, p < .05, rip^ = .084) and Competence (F]1, 23] = 7.24, p = .01, V = -129) subscales of the CAB, and there was a significant positive treatment effect on the Behavior Regulation Index of the BRIEF (F]1, 23] = 5.36, p < .05, Tip2 = .097). We found no indication of condition-related effects on passage comprehension or vocabulary mea- sures. Table 2 provides descriptive statistics by condition.
The goals for this preliminary investigation were to establish feasibility of integrating small-group SEL and literacy instruction, pilot implementation and measurement protocols, and use preliminary data to explore the potential for enhancing social-behavioral and academic outcomes. Importantly, we found that teachers thought SELF to be engaging for students and feasible to incorporate during kindergarten literacy instruction. Moreover, we used teacher feedback and observational data to expand and refine lesson development, resulting in a more robust curriculum that includes clearer teacher instructions, addition- al lessons in each unit, limited teacher script to encourage more dialogue, and revised lesson activities to align with Common Core Stan- dards, particularly in reading and writing. Pilot teachers also suggested that SELF could be improved by teaching the first lesson in each topic (storybook read-aloud) to the whole class, to provide a context in which they could reinforce SELF vocabulary and concepts throughout the school day.
Our preliminary findings regarding SELF'S efficacy are limited by several important factors and should be interpreted as only an initial indication of SELF'S potential to effect positive
change. First, pilot study schools were selected for their willingness to be part of the study and were not randomly assigned to condition. In addition, the teachers within each school volunteered to participate knowing their group assignment. Although teachers chose partici- pating students based on information available from the ECOS, future research should employ a more rigorous screening procedure, such as the Systematic Screening for Behavior Disor- ders (Walker & Severson, 1992).
Future research should also address two important measurement considerations. First, pilot study teachers involved in SELE imple- mentation also completed pre and post mea- sures using the BRIEF and CAB. Although teachers are in the best position to assess students within the school context and are frequently informants in school-based research (see Ollendick & King, 1999), they may be biased because of their investment in curricu- lum delivery. Second, although these teacher reports measure hypothesized outcomes, fu- ture studies could benefit from direct and more proximal assessments of student progress (e.g., in vocabulary and language development and/ or on-task behavior). To address this issue, we are in the process of developing a social- emotional vocabulary measure specific to the intervention and a direct assessment of lan- guage development, both of which we plan to implement in future studies. A final measure- ment limitation concerns lack of a formal treatment fidelity measure, which would be necessary in future studies of SELF. In sum, although methodologically limited, our pilot work provides a foundation for a more rigorous evaluation of an expanded SELE curriculum and enhanced measurement protocols. We intend to evaluate the effects of a revised SELF intervention on emotional, behavioral, and literacy-related outcomes and on the role of self-regulation as a mediator of those out- comes, in a rigorously designed randomized controlled field trial.
In conclusion, interventions that strengthen emotional and behavioral self-regulation have the potential to promote the social-emotional competence of students at risk for EBD and thus enhance social-emotional and academic learn- ing, contributing to future school success (Graziano et al., 2007). The pedagogical structure of SELF provides a way for teachers to merge formal instruction in SEL with instruc- tion in literacy, using resources available in most elementary schools. Our pilot study
4 8 / November 2013 Behavioral Disorders, 39 (1), 43-51
TABLE 2 Descriptive Statistics
Variable
CAB
Internal
External
Competence
Social
BRIEF
Emotion control
Inhibit
Shift
Monitor
Working memory
Plan
Organize
Initiate
BRI
Ml
Woodcock Reading Mastery Test- Revised Passage ID
Florida Assessment for Instruction in Reading vocabulary
Treatment
Pre
3.65 (0.53)
3.24 (0.86)
2.70 (0.72)
2.94 (0.64)
1.94 (0.63)
2.46 (0.58)
1.82 (0.47)
2.46 (0.40)
2.38 (0.49)
2.20 (0.40)
1.94 (0.56)
2.33 (0.52)
2.09 (0.42)
2.26 (0.41)
2.63 (2.66)
26.70(11.84)
Post
3.95 (0.47)
3.73 (0.53)
3.16(0.58)
3.44 (0.40)
1.57(0.43)
2.19 (0.48)
1.49 (0.44)
2.26 (0.44)
2.04 (0.49)
1.99(0.38)
1.84(0.53)
2.04 (0.41)
1.75 (0.34)
2.03 (0.40)
4.21 (4.33)
36.10(14.57)
Pre
3.58 (0.56)
3.44 (0.65)
2.43 (0.53)
3.09 (0.49)
1.93 (0.50)
2.41 (0.55)
1.76(0.44)
2.47 (0.42)
2.44 (0.39)
2.29 (0.34)
1.73 (0.43)
2.54 (0.36)
2.03 (0.37)
2.29 (0.31)
1.67 (1.47)
24.56 (14.73)
Control
Post
3.62 (0.72)
3.44 (0.78)
2.73 (0.67)
3.14(0.58)
1.84 (0.56)
2.12 (0.59)
1.64 (0.46)
2.32 (0.46)
2.15 (0.57)
2.10(0.43)
1.61 (0.58)
2.27 (0.49)
1.87 (0.43)
2.08 (0.44)
2.88 (3.53)
35.41 (18.13)
findings provide a preliminary indication that integrating SEL and literacy can lead to im- provements in self-regulation that should en- hance positive social and academic develop- ment. It is our hope that further research will confirm that such interventions contribute to a successful social-behavioral and academic tra- jectory for students at risk for emotional and behavioral difficulties.
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AUTHORS' NOTE
Address correspondence to Ann Daunic, 1602 Woodland St, Nashville, TN 37206; E-mail: adaunic@coe.ufl.edu.
MANUSCRIPT
Final Acceptance: 12/8/13
Behavioral Disorders, 39 (^), 4 3 - 5 1 November 2013 / 51
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