Social and Emotional Learning for Students With Emotional and Behavioral Disorders: Teacher Survey Pilot Study

• In Event: Fairmont Roundtable Session Seven
  In Roundtable Session: Social and Emotional Learning Assessment and Programming Implications (Table 12)

Abstract

Students with emotional and behavioral disorders (EBD) exhibit behaviors that negatively impact their short-term and long-term outcomes. Researchers report that problem behavior, social skill deficits, and adverse outcomes for students with EBD are resistant to common school-based interventions. Social and emotional learning (SEL) programs with explicit instruction represent a promising new avenue for intervention. To explore current SEL instruction practices, resource availability, and teacher perceptions of SEL intervention needs, we developed the Social and Emotional Learning in Practice – Teacher Survey (SELP-T). The SELP-T includes 36 items formulated through a systematic research synthesis and finalized with an expert review, cognitive interviews, and a pilot study. This is a cross-sectional study surveying special education teachers of students with EBD.

Authors

• Megan Worth, University of Florida
  Presenting Author

• Stephen W. Smith, University of Florida
  Presenting Author