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No description available.

This study was an examination of responses to a standardized assessment of social-emotional behaviors and correlation with speech and language development in young children with cleft palate and/or lip. Twenty-eight participants aged 14-35 months with nonsyndromic cleft palate and or lip were included in this study. The Infant-Toddler Social and Emotional Assessment (ITSEA) was used to identify emerging social and emotional behaviors. Descriptive analysis of ITSEA results was completed. Pearson correlation coefficient and effect size estimates were calculated between ITSEA domain raw scores and measures of speech and language development. A small proportion of participants (14%) showed ITSEA scores beyond the test cut-off scores across all domains ; 43% demonstrated concerns at the subdomain level. Correlational analysis indicated significant relationships between Externalizing, Dysregulation, and Competence Domains and speech accuracy and language measures. Interpretation of the outcomes suggests that early social emotional behaviors are emerging simultaneously with speech and language skills during early communicative development.

Numerous studies demonstrate the many benefits of Social Emotional Learning (SEL). However, existing SEL literature is primarily concerned with SEL program implementation in elementary schools. Moreover, the teacher’s role is often presented as delivering stand-alone SEL lessons from a prepackaged curriculum. Research indicates this approach is less effective with high school students. Consequently, high school teachers desire more SEL professional learning opportunities that consider the needs of their specific student population. In response, this phenomenological inquiry explores high school teachers’ experience of engaging students in SEL to better understand what supports high school teachers need. Data gathered from close phenomenological observations and interviews with three high school teachers in mathematics and physical education afforded the opportunity to orient, interpret, and describe the phenomenon of SEL-in-action. Rich descriptions of SEL-as-it-is-lived were generated and analyzed in relation to van Manen’s reflections on pedagogy and curriculum. The curriculum documents incorporating SEL into subject area frameworks were used to understand the curriculum-as-plan, and the teacher participants shared their lived experiences of engaging students in SEL in their classrooms to allow for analysis of their experience of SEL curriculum. Findings reveal that SEL manifests in pedagogical actions such as pacing their subject area curriculum to meet student needs, building student-teacher relationships, and in interactions involving caring for students. Teachers experienced SEL as living curricula, regardless of what subject was being taught, and often in moments where the curriculum-as-plan was disrupted. This suggests teachers would benefit from teacher education opportunities that allow them to develop the relational sensitivities attributed to adult SEL, mirrored in van Manen’s sense of pedagogical tact. Experiential opportunities to understand SEL within the context of secondary teacher education are recommended for teacher education and ongoing professional development.

No description available.

No description available.

No description available.

A suburban district in the southwestern region of the United States created a choice-based program in which students have the opportunity to address their social, emotional, and academic needs through a mid-day period where they have the ability to attend tutorials or engage in a variety of club and social activities. Each day, students choose the activity that best serves their needs, be those academic, social, or emotional. In order to determine students' attitudes, opinions, and uses of the program in an effort to improve its effectiveness for student success, this qualitative study was planned to respond to the research questions: (1) how do students spend the emPower period? and (2) what are students' thoughts, attitudes, and opinions with regards to emPower? The research began by examining student responses to a previous principal survey asking their opinions on the program. Following the analysis of the survey, focus group sessions of five students from each high school grade were held to discuss student perceptions, choices, and uses of the program. The discussions were audiotaped and transcribed. Thematic data analysis resulted in themes of stress, social life, environment, regulations, choice and tutorials. Findings included a continuum of maturity evident with students' choices as they progressed in grade level; enhanced student decision making and self-reflection; cultivating positive student-teacher relationships. Student suggestions for the program involved extending the time length of the period, teaching younger students to use the program effectively, and updating the way the advisory class is taught to be more beneficial to students.

Parent emotion socialization (ES), the process through which caregivers influence the development and expression of emotions in their children, needs to be interpreted within a socio- cultural context. Given that current research has primarily been conducted in Western cultures, it is critical to examine parent ES among families from Eastern cultural backgrounds. The current study aimed to acquire empirical knowledge on ES goals, beliefs, and practices during early childhood (i.e., with toddlers and preschoolers) using parent-report and observational measures among urban Indian parents and White parents in the United States (US). Data was derived from two samples. Study 1 includes 77 parent-toddler dyads in the US (New York; n = 39) and India (Chennai, n = 38); study 2 includes 217 parents of preschoolers residing in India (native Indian parents, n = 98) and the US (White parents, n = 119). As hypothesized, Indian parents of toddlers and preschoolers endorsed more balanced (i.e. with collectivistic and individualistic components) socialization goals, had differing beliefs on the value and function of emotions, and exhibited some ES practices (i.e., minimization reactions and expressive encouragement) that differed in utility and functionality, compared to White families in the US. Results highlight the need for considering the specific settings in which emotions are expressed when examining ES in Indian contexts, and the importance of considering cultural diversity in examining parent ES beliefs and practices and their impact on child outcomes. The current study contributes to the emerging body of literature on ES during early childhood among urban Indian populations. Findings will facilitate more effective early intervention supporting young children's development in an Indian cultural context, setting them up for success in social, emotional, and academic domains. / Doctor of Philosophy / Parent emotion socialization (ES), the process through which caregivers influence the development and expression of emotions in their children, needs to be interpreted within a socio- cultural context. Current research on this topic has been primarily conducted in Western cultures and as such, it is critical to examine parent ES among families from Eastern cultural backgrounds. The current study explores ES-related goals, beliefs, and practices during early childhood among urban Indian parents and White parents in the United States (US). Overall, Indian parents endorsed more balanced socialization goals (goals that aim to inculcate independence and autonomy along with maintaining interpersonal harmony). Indian parents also had differing beliefs on the value and function of emotions and exhibited some parenting practices (i.e., minimizing the child's emotional response and validating the expression of emotions) that differed in how they affected children's emotional and social outcomes, compared to White families in the US. The current study contributes to the emerging body of literature on ES during early childhood among urban Indian populations. Findings will facilitate more effective early intervention supporting young children's development in an Indian cultural context, setting them up for success in social, emotional, and academic domains.

This study explored the effects of inclusive middle school classrooms on the academic performance, attendance, and social-emotional development of students with disabilities. Using a quantitative, comparative, and correlational design, the research investigated how inclusion influences these outcomes. The study examined data from 1,198 students, including both exceptional student education (ESE) and non-ESE participants, and gathered teacher perceptions to assess the impact of inclusion on social-emotional learning (SEL). Key metrics analyzed included Florida Assessment of Student Thinking (FAST) scores for mathematics and English Language Arts (ELA), attendance rates, and teacher survey responses regarding students' SEL competencies, such as resilience, teamwork, and empathy. The results indicated that while ESE students perform lower than their non-ESE counterparts in FAST assessments, there were no significant differences in attendance. Teachers' perceptions of social-emotional development were generally positive; however, some variability suggested differences in teaching approaches. Recommendations included targeted academic interventions for ESE students and professional development for educators to enhance inclusive practices, particularly in promoting SEL. The findings underscored the importance of inclusive education across both academic and non-academic dimensions, providing valuable insights for improving educational policies and practices to ensure equitable outcomes for students with disabilities.