Date of Graduation

5-2022

Document Type

Thesis

Degree Name

Bachelor of Science

Degree Level

Undergraduate

Department

Rehabilitation, Human Resources and Communication Disorders

Advisor/Mentor

Elsass, Angela

Committee Member/Reader

Glade, Rachel

Abstract

Background/Introduction: Studies have shown that both social-emotional and behavioral aspects are deeply intertwined with academic success (McClelland et al., 2007). This study was designed to examine the effects explicit instruction targeting social-emotional learning may have on the vocabulary skills of first-grade students identified with language deficits, behavioral disorders, and developmental disabilities. Purpose: The purpose of this study was to investigate the effects of explicit instruction targeting social-emotional learning competencies on the improvement of expressive and receptive vocabulary development in children identified with language deficits, as well as behavioral disorders and developmental disabilities. By implementing and teaching social-emotional competencies through explicit instruction, the researcher investigated the impact the explicit instruction had on the social-emotional development, expressive vocabulary and receptive vocabulary of first-grade students. Methodology: The intervention in the study took place in 45 minutes sessions, two times a week, for approximately 12 weeks. The plan for instruction was different for every session. The first four weeks included building rapport with students, as well as multiple read aloud books, activities, discussions, games, and videos related to all of the five social-emotional learning competencies. The remainder of the intervention period included reading, discussing, and engaging in activities related to the mentor text series A Little Spot of Emotion. The following research question was addressed: “What are the effects of explicit SEL instruction on expressive and receptive vocabulary in first-grade students identified with language deficits, developmental disabilities, and behavioral disorders?” In order to assess the students’ social-emotional skills, the Social Emotional Evaluation (SEE) was used. In order to assess the students’ receptive and expressive language skills, the Receptive and Expressive One Word Picture Vocabulary Test (ROWPVT-4 and EOWPVT-4) were used. All three assessments were administered pre-intervention and post-intervention to establish baseline data. Anecdotal data were collected throughout the intervention period to monitor and note student progress. The post-assessment results were examined and compared to the baseline data. Results: Data were analyzed using a paired-sample t-test with an alpha level set at 0.05 to determine if a significant difference existed between the pre-assessment and post-assessment scores. Anecdotal notes were analyzed to determine trends and themes that appeared. All data gathered were meticulously examined and analyzed to determine changes and trends, and then conclusions were drawn. Discussion/Conclusion: The results of this study show positive effects on expressive and receptive vocabulary development and social-emotional skill development in first-grade students identified with language deficits, developmental disabilities, and behavioral disorders. The results show statistical significance for receptive and expressive vocabulary development and improvement was made in the area of social-emotional learning. Overall, it can be concluded through data that this intervention had a positive effect on receptive and expressive vocabulary development and social-emotional learning skills for these first-grade students identified with language deficits, developmental disabilities, and behavioral disorders.

Keywords

Vocabulary, Expressive Language, Receptive Language, Social-Emotional Learning

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