SOCIAL-EMOTIONAL COMPARATIVE 1
Social-Emotional Comparative Article Critique Paper
Jennifer Sanders
School of Education, Liberty University
Author Note
Article One: Social-Emotional Development of Students with Social-Emotional and
Behavioral Difficulties in Inclusive Regular and Exclusive Special Education
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Summary
The article by Zweers et al. (2021) examines students with socio emotional behavioral disorders
(SEBD) in both inclusive normal education classrooms and exclusive special education
classrooms. The study specifically examines how the self-esteem and social relationships
between teachers and peers of students with SEBD evolve in each environment in comparison
to their neurotypical peers. According to Zweers et al. (2021), the study also examines "whether
factors-present before students with SEBD received special education services-predicted social-
emotional development in either educational setting." Research indicates that healthy
relationships between peers and teachers lead to better outcomes and the general development
of social skills (Zweers et al., 2021). Furthermore, the good connection results offer
"psychosocial stability," which fosters healthy self-esteem in students, particularly those with
SEBD and other disabilities (Zweers et al., 2021). This qualitative inferential study included
1,2070 neurotypical children, 36 SEBD students receiving services in a regular education
setting, and 15 SEBD students receiving services in a separate special school which collected
data when placed in classroom with SEBD students. The results of this two-year study were
obtained using "Bayesian statistics" (Zweers et al., 2021).
Analysis
Three student groups are included in the article by Zweers et al. (2021): neurotypical,
SEBD in regular schooling, and SEBD in an exclusive environment. The study examined the
students' self-esteem, relationships with their teachers, acceptability by their peers, emotional
and behavioral issues, and their academic achievement. The study's findings demonstrated that
for students with SEBD attending separate, (special) schools, there was a favorable rise in
teacher-student connections over time. This was contrasted with the early stages and stages of
development. Peer acceptability of students with SEBD in conventional schools was initially
lower than that of peers of the same age who were usually developing, whereas there was no
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difference between students in separate, (special) schools. These results could be slightly
skewed since certain actions might be viewed as "deviant" in the regular environment, while
other things might be considered typical in a different setting (Zweers et al., 2021). Nonetheless,
the findings demonstrated that, in a different educational environment, the rate of peer
acceptability remained constant over time for both typical and SEBD kids. In a typical
educational context, students with SEBD experienced unfavorable effects and regressed over
time. All three groups' initial levels of self-esteem were the same. This was contrasted with the
findings which indicated that these levels stayed constant, raising the notion that special
education services have no effect whatsoever on self-esteem. Comparing these results to the
authors' hypotheses reveals an intriguing conclusion.
Reflection
Zweers et al. (2021) present an interesting study idea. They do an excellent job of
providing proof to support their assertions. They might have performed better for baseline or
starting data within each category. In order to establish a true baseline for each individual
student, the authors may have employed survey-style data collecting, but instead they relied on
earlier research for the initial data. Having said that, the study demonstrated the enormously
beneficial effects of social development for students with SEBD in each unique context; where
these students social and emotional development can advance.
Article Two: Social-Emotional Learning Interventions for Students with Special
Educational Needs: A Systematic Literature Review
Summary
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The impact of social-emotional methods or treatments on students with special
educational needs is examined in depth in this research review by Hassani & Schwab (2021).
Its specific goal is to examine strategies that foster non-academic abilities including
interpersonal and social skills. Hassani and Schwab (2021) strive to answer three areas of
concern:
1) to determine the efficacy of social-emotional learning interventions with students with special
educational needs
2) to assess and evaluate those intervention conditions leading to effective outcomes in social-
emotional competencies for this population
3) to make certain inferences about the population of students with special education needs
The study is significant because social skills and relationship skills—two essential elements of
socio-emotional learning—are frequently problematic for students with special education needs.
The writers searched for the answers to these particular questions. The responses can have
significant ramifications and influence the study's final findings. Regarding the use of social-
emotional learning techniques with students classified as special education, the findings were
mixed and largely unimportant.
Analysis
Eleven publications from various databases covering the years 1995–2019 were
analyzed in this quantitative systematic review. The research examined several social emotional
interventions and data that described scores before and after the intervention. The main goal is
to determine how well the therapies work for special education students. The study's findings
demonstrated that, in contrast to other nations, SEL interventions are frequently assessed in the
US (Hassani & Schwab, 2021). The publications' positive effects frequently demonstrated that
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programs and treatments where teachers provided instruction following some form of training
before delivering the intervention produced results with positive effects (Hassani & Schwab,
2021). Overall, SEL interventions were found to be somewhat beneficial for SEN students.
Nevertheless, several of interventions had little or no impact on the students.
Reflection
In general, SEL treatments have a beneficial impact on special education students. The
authors note that additional research is necessary to completely characterize the effectiveness,
though, which is clear from the systemic review's findings and outcomes. Studies examining the
impact of SEL interventions on non-academic competencies in students with special educational
needs do not appear to be very prevalent. As a result, even while the evaluation appeared to be
helpful, it was only in that it pointed out the need for more study in the field.
Article Critique Three: Social-Emotional Competence among Students with Special
Needs: Relationship between Foundational and Applied SEL Skills
Summary
Emotional and behavioral disorders (EBD) diagnoses cause challenges for students who
struggle to negotiate complicated social situations like school and extracurricular activities
because they have issues with their development both socially and academically. Academic and
social success are guaranteed when one learns the proper social and emotional milestones.
Students will be able to build meaningful and enduring relationships if they comprehend the
numerous constructions of teaching them appropriate social and emotional traits.
Analysis
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"There is a dynamic interplay between students' academic progress and the
development of social-emotional competencies" (Farmer & Adams, 2021). A person's
intrapersonal or interpersonal social-emotional skill set is composed of their knowledge, actions,
and attitudes. The competences that govern an individual's capacity to control emotions,
establish realistic goals, and effectively handle stressful situations are known as intrapersonal
skills. Interpersonal skills center on the student's capacity for perspective-taking, effective
communication, and social problem-solving. The contribution of students who experience social-
emotional challenges to those who do not is examined in this study. According to Farmer and
Adams (2021), "students with emotional and behavioral disorders (EBD) have difficulty acquiring
social and emotional competencies that support their ability to navigate complex social
environments."
Reflection
As a teacher of high school students with exceptional needs, I have seen this firsthand.
Sadly, in addition to having several diagnoses, including autism and dyslexia, my students also
lack the social and emotional competencies needed to build healthy, long-lasting relationships.
Because of their unique needs, they are unable to participate in and and at times maintain
meaningful relationships, though they find it extremely challenging. I try to teach them social
skills in the hopes that they would be able to connect with others. Despite their difficulties, I
never lose hope and get discouraged that the work I am successful with helps them in some
way for life.
Conclusion
Comparison
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O'Brien et al. (2019) distinguishes between two categories of actions: internalizing their
feelings/withdrawal and externalizing their visual outward behaviors, which are recognized and
demonstrate how a child or even student is reacting to an event. All of the articles made good
arguments regarding how important it is to teach students with special needs positive social-
emotional skills. Students with emotional and behavioral disorders struggle to navigate social
settings, both inside and outside of school, including extracurricular activities. The significance
of teaching children with special needs social and emotional skills was covered and notes that
because of their limitations and incapacity to understand appropriate social behavior, kids with
special needs are particularly vulnerable to developing unfavorable interactions. Lastly, students
with special educational needs are particularly limited to fulfilling and developing constructive
connections in both the school and community contexts.
Biblical Worldview
The Bible instructs us in Proverbs 22:6, "Train a child in the way he should go; even
when he is old he will not depart from it." This verse discusses the need of educating kids and
instilling the right social and emotional skills so that they may form healthy, meaningful
relationships, ones that will last a lifetime. Regardless of whether they are typically developing
or have a disability this should be done. God made each of us in His image, He expects us to
obey His commands and give the best possible chance to all. According to Matthew 25:40,
Christians in particular are called to make sure that all children, especially those with special
needs, receive education and social and emotional support in order to reach their full potential.
As Christian educators it is our duty to make sure the students have every chance at success;
this entails helping our kids, whether they are “normally” developing or have impairments, to
become successful members of society.
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References
English Standard Version Bible. (2001). ESV Online. https://esv.literalword.com
Farmer, G. L., & Adams, D. (2021). Social-emotional competence among students with
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special needs: Relationship between foundational and applied SEL skills.
Hassani, S., and Schwab, S. (2021). Social-emotional learning interventions for students
with special educational needs: A systematic literature review. Frontiers in
Education, 6. https://doi.org/10.3389/feduc.2021.808566.
O’Brien, C., Beattie, J., and Sacco, D. (2019). Teaching students with special needs: A guide for
future educators. Kendall Publishing Company.
Zweers, I., de Schoot, R. A., Tick, N. T., Depaoli, S., Clifton, J. P., de Castro, B. O., and
Bijstra, J. O. (2021). Social–emotional development of students with social
–emotional and behavioral difficulties in inclusive regular and exclusive special
education. International Journal of Behavioral Development, 45(1), 59–68.
https://doi.org/10.1177/0165025420915527.
