Developing Early Intervention Programs that Foster Social-Emotional Learning

Transcription

1 Developing Early Intervention Programs that Foster Social-Emotional Learning Amanda P. Wittman, M.A., CCC-SLP Nancy K. Mellon, M.S. The River School, Washington D.C.

2 Disclaimer I am a full-time employee of The River School and will be speaking about components of our program. The River School is a 501(c)3 non-profit organization.

3 Learner Outcomes 1. Define the impact that hearing loss can have on social emotional learning. 2. Describe and discuss interventions and supports that early interventionists can use to foster children s competence in order to help prepare them for mainstream classrooms. 3. Plan and implement appropriate curriculum and lesson plans to encourage children with hearing loss to engage successfully with peers in the general education setting.

4 Agenda Background Overview of Social Emotional Learning (SEL) Discussion of four main competencies of SEL Overview of current data Description of River School model Example lessons and curricula Q&A

5 The River School s Mission Statement The River School s inclusive program challenges each child to work collaboratively, to think critically, and to develop the confidence to take risks, embrace their curiosity, and find their voice.

6 Current Trends in Hearing Loss Earlier identification and amplification Cochlear implant technological advancements Higher rates of mainstreaming for children with hearing loss than ever before

7 Current Trends in Hearing Loss Students with hearing loss often struggle academically and socially in general education classrooms despite optimal amplification, early intervention, and age appropriate receptive and expressive language scores (Mellon et al, 2009). Children with hearing loss struggle in general education classrooms and their teachers and hearing peers often underestimate the impact of hearing loss on students (Hyde and Park, 2010).

8 Social Deafness Children with hearing loss are at a significant disadvantage in noisy situations like a busy classroom where poor acoustics make listening a challenge. This difficulty has been labeled social deafness (Vonen, 2007).

9 Social Deafness Learning in the classroom is a social exercise that requires students to use interpersonal skills such as: Negotiating a position Taking a leadership role Responding to and demonstrating respect for the ideas and views of others Therefore, EI programs should systematically nurture the development of social-emotional skills.

10 Milestones in Social Skills

11 What is Social Emotional Learning? The process of developing social and emotional skills in the context of safe, caring, well-managed and engaging learning environments. These skills include the ability to: Recognize and manage emotion Care about and respect others Develop positive relationships Make good decisions Behave responsibly and ethically

12 What Does SEL Address? Recognizing one s emotions and values as well as one s strengths and limitations Managing emotions and behaviors to achieve one s goals Responsible decisionmaking Selfmanagement Self awareness social & emotional learning Making ethical, constructive choices about personal and social behavior Showing understanding and empathy for others Social awareness Relationship Skills Forming positive relationships, working in teams, dealing effectively with conflict CASEL

13 Why teach SEL? Emotions affect how and what we learn Schools are social places-relationships provide a foundation for learning Effective as classroom management strategy Reduces barriers to learning Aligns with the academic agenda of schools has a positive impact on academic performance

14 Components of SEL Ulanet, 2009

15 Reciprocal Social Interactions Characterized by: Eye-gaze Response to name Joint attention Shared affect

16 Theory of Mind Refers to the ability to infer others : Mental states Thoughts Beliefs Intentions

17 Perspective Taking Perspective taking: understanding your own emotions and how others think and feel The process of imagining the world from another s vantage point or imagining oneself in another s shoes.

18 Mental State Language Language that describes what and how another thinks and feels

19 Implementing SEL into curricula Research suggests that SEL benefits all children, not just those with hearing loss Data from the RS bi-annual testing indicates that targeted, inclusive instruction of SEL skills increases social cognition to be commensurate with hearing peers

20 Social Skills Standardized Testing RS clinicians test students twice annually in each domain of language, including pragmatics. Standardized tests include: Test of Pragmatic Language (TOPL) Pragmatic Language Skills Inventory (PLSI) Pragmatic Language Subtest of the Comprehensive Assessment of Spoken Language (CASL)

21 Overview of Data Results of these assessments indicate that children at the RS are making significant gains in their pragmatic language skills Within 3 years of entering the RS program, children with hearing loss are demonstrating social emotional skills that are commensurate with their hearing peers

22 The RS Model The River School is an inclusive program that educates children with hearing loss, from birth through third grade, alongside their hearing peers. River uses a co-teaching model: every classroom is staffed with a master s level educator and a full-time speechlanguage pathologist.

23 The RS Inclusion Model Generalize skills Play, share, and negotiate with peers who have normal hearing Build cooperative play and learning skills at a young age Learn and practice strategies to help listen in noisy mainstream classrooms

24 Co-teaching Teachers from two different disciplines in each classroom Teachers model appropriate social interactions through their teamwork in the classroom The result is a classroom that: Promotes strong communication skills Fosters developing academic skills Improves social emotional learning Builds a sense of community

25 Thematic Curriculum The RS uses thematic curriculum designed to create a rich learning environment that allows students to identify patterns, build on prior knowledge, and generalize their newly acquired information. Themes also provide children with opportunities to practice role-playing and social interaction

26 Specials In addition to social opportunities in the classroom, children at the RS are exposed to the arts and sciences through Drama, Art, Music, Science, Physical Education, and Yoga classes. These experiences help children find novel ways to express themselves.

27 ACCSEL The RS has developed a social emotional learning curriculum, Adapting Classrooms and Curricula for Social Emotional Learning (ACCSEL) to target social-emotional skills in children with hearing loss.

28 ACCSEL in Action

29 ACCSEL in Action

30 ACCSEL in Action

31 ACCSEL in Action

32 Observed Results from ACCSEL

33 In Conclusion Children with hearing loss, who are educated alongside hearing peers, are prepared to manage cooperative, inquiry or project based learning later in school. Given SEL tools and strategies, children with hearing loss can be prepared to enter a general education classroom with valuable experience in: social interactions negotiating with peers self-advocacy listening in a variety of environments reading social cues learning cooperatively

34 References Anita, S.D., Stinson, M.S., & Gaustad, Martha G. (2002). Developing Membership in the Education of Deaf and Hard-of-Hearing Students in Inclusive Settings. Journal of Deaf Studies and Deaf Education, 7 (3), DeLuzio, J. & Girolametto, L. (2011). Peer Interactions of Preschool Children With and Without Hearing Loss. Journal of Speech, Language, and Hearing Research, 54, Durlak, et al. (2011). The Impact of Students Social Emotional Learning: A Meta-Analysis of School Based Universal Interventions. Child Development, 82 (1), Huber, M. & Kipman, U. (2012). Cognitive Skills and Academic Achievement of Deaf Children with Cochlear Implants. Journal of American Academy of Otolaryngology-Head and Neck Surgery, 147 (4), p Mellon, N.K., Ouellette, M., Greer, T., & Gates-Ulanet, T. (2009). Achieving Developmental Synchrony in Young Children With Hearing Loss. Trends in Amplification, 13(4),

35 References Punch, R. & Hyde, M. (2010). Children with Cochlear Implants in Australia: Educational Setting, Supports, and Outcomes. Journal of Deaf Studies and Deaf Education, 15 (4), Punch, R. & Hyde, M. (2011) Social Participation of Children and Adolescents with Cochlear Implants: A Qualitative Analysis of Parent, Teacher, and Child Interviews. Journal of Deaf Studies and Deaf Education, 16(4), Rich, S., Levinger, M., Werner, S., & Adelman, C. (2011). Being an adolescent with a cochlear implant in the world of hearing people: Coping in school, society and with self-identity. International Journal of Pediatric Otorhinolaryngology, 77 (2013), Turnbull III, R.H., Stowe, M.J., & Huerta, N.E. (2007). Free and Appropriate Public Education ( ). Denver, Colorado: Love Publishing Company. Vermeulen, A., DeRaeve, L., Langereis, M., & Snik, A. (2012). Changing Realities in the Classroom for Hearing-Impaired Children with Cochlear Implant. Deafness & Educational International, 14(1), Wauters, L.N. & Knoors, Harry. (2008). Social Integration of Deaf Children in Inclusive Settings. Journal of Deaf Studies and Deaf Education, 13(1),

36 Thank you for your attention! Amanda Wittman The River School 4880 MacArthur Blvd, NW, Washington, DC Phone: