Social-Emotional Universal Intervention

AbstractThe development of social–emotional competence is of key importance during early childhood, particularly during the preschool years. We too often believe that early childhood education should focus on the promotion of academic skills to increase intelligence and, therefore, neglect the importance of social and emotional learning. Children who are socially and emotionally well adjusted do better at school, have increased confidence, have good relationships, take on and persist at challenging tasks and communicate well. The school setting is the optimal environment to implement interventions focused on increasing social–emotional competence. This article examines the importance of developing social–emotional competence during the early years of life and discusses universal intervention approaches within the classroom. A particular universal intervention program — The Fun FRIENDS program (Barrett, 2007) — aimed at increasing social–emotional competence is described in detail. The Fun FRIENDS program is a developmentally tailored, downward extension of the preexisting, evidence-based FRIENDS for Life program (Barrett 2004; 2005).

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Individual differences, social attention, and the history of the social motivation hypotheses of autism

Behavioral and Brain Sciences ◽

10.1017/s0140525x18002509 ◽

2019 ◽

Vol 42 ◽

Author(s):

Peter C. Mundy

Keyword(s):

Individual Differences ◽

Early Development ◽

Emotional Development ◽

Social Motivation ◽

Social Attention ◽

Social Emotional Development ◽

Social Emotional ◽

Precise Understanding ◽

The Social ◽

History Of

Abstract The stereotype of people with autism as unresponsive or uninterested in other people was prominent in the 1980s. However, this view of autism has steadily given way to recognition of important individual differences in the social-emotional development of affected people and a more precise understanding of the possible role social motivation has in their early development.

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The parent-offspring microbiome and neurobehavioral development

Behavioral and Brain Sciences ◽

10.1017/s0140525x18002819 ◽

2019 ◽

Vol 42 ◽

Author(s):

Jeffrey R. Alberts ◽

Christopher Harshaw ◽

Gregory E. Demas ◽

Cara L. Wellman ◽

Ardythe L. Morrow

Keyword(s):

Mammalian Species ◽

Social Emotional ◽

Behavioral Measures ◽

Neurobehavioral Development ◽

Emotional Function ◽

Neurobehavioral Outcomes ◽

Methodological Approaches ◽

And Behavior

Abstract We identify the significance and typical requirements of developmental analyses of the microbiome-gut-brain (MGB) in parents, offspring, and parent-offspring relations, which have particular importance for neurobehavioral outcomes in mammalian species, including humans. We call for a focus on behavioral measures of social-emotional function. Methodological approaches to interpreting relations between the microbiota and behavior are discussed.

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School-Based Speech-Language Pathologists' Perceived Self-Efficacy in Conducting Multidimensional Treatment With Children Who Stutter

Language Speech and Hearing Services in Schools ◽

10.1044/2020_lshss-20-00044 ◽

2020 ◽

Vol 51 (4) ◽

pp. 1172-1186

Author(s):

Carolina Beita-Ell ◽

Michael P. Boyle

Keyword(s):

Self Efficacy ◽

Clinical Training ◽

Online Survey ◽

The United States ◽

Comfort Level ◽

Social Emotional ◽

Speech Language Pathologists ◽

Fluency Disorders ◽

Cognitive Components ◽

School Based

Purpose The purposes of this study were to examine the self-efficacy of school-based speech-language pathologists (SLPs) in conducting multidimensional treatment with children who stutter (CWS) and to identify correlates of self-efficacy in treating speech-related, social, emotional, and cognitive domains of stuttering. Method Three hundred twenty randomly selected school-based SLPs across the United States responded to an online survey that contained self-efficacy scales related to speech, social, emotional, and cognitive components of stuttering. These ratings were analyzed in relation to participants' beliefs about stuttering treatment and their comfort level in treating CWS, perceived success in therapy, and empathy levels, in addition to their academic and clinical training in fluency disorders as well as demographic information. Results Overall, SLPs reported moderate levels of self-efficacy on each self-efficacy scale and on a measure of total self-efficacy. Significant positive associations were observed between SLPs' self-efficacy perceptions and their comfort level in treating CWS, self-reported success in treatment, beliefs about the importance of multidimensional treatment, and self-reported empathy. There were some discrepancies between what SLPs believed was important to address in stuttering therapy and how they measured success in therapy. Conclusions Among school-based SLPs, self-efficacy for treating school-age CWS with a multidimensional approach appears stronger than previously reported; however, more progress in training and experience is needed for SLPs to feel highly self-efficacious in these areas. Continuing to improve clinician self-efficacy for stuttering treatment through improved academic training and increased clinical experiences should remain a high priority in order to enhance outcomes for CWS. Supplemental Material https://doi.org/10.23641/asha.12978194

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Language and Behavior Disorders in School-Age Children: Comorbidity and Communication in the Classroom

Perspectives on School-Based Issues ◽

10.1044/sbi13.4.111 ◽

2012 ◽

Vol 13 (4) ◽

pp. 111-119 ◽

Cited By ~ 3

Author(s):

Alexandra Hollo

Keyword(s):

Language Impairment ◽

Mental Health Problems ◽

Language Disorder ◽

School Age Children ◽

School Age ◽

Social Emotional ◽

Behavioral Support ◽

School Professionals ◽

Development Characteristic ◽

And Behavior

Language development is the foundation for competence in social, emotional, behavioral, and academic performance. Although language impairment (LI) is known to co-occur with behavioral and mental health problems, LI is likely to be overlooked in school-age children with emotional and behavioral disorders (EBD; Hollo, Wehby, & Oliver, in press). Because language deficits may contribute to the problem behavior and poor social development characteristic of children with EBD, the consequences of an undiagnosed language disorder can be devastating. Implications include the need to train school professionals to recognize communication deficits. Further, it is critically important that specialists collaborate to provide linguistic and behavioral support for students with EBD and LI.

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