Date Presented 03/28/20
A qualitative study was done evaluating the feasibility of implementing an adapted SEL curriculum in an urban elementary school. The curriculum was adapted by OT students to meet the learning needs of individuals with unidentified disabilities.
Primary Author and Speaker: Teal Benevides
Additional Authors and Speakers: Margaret Bloder, McKenzie Lamb
Contributing Authors: Taylor Crews, Tori Hutson, Delaney Knight, Sterling Su, Kim Barker
PURPOSE: Evidence shows implementing social-emotional learning (SEL) curriculum improves outcomes in urban elementary schools (Bavarian et al., 2013). Due to a high number of children in these schools with unidentified disabilities, a collaborative implementation with OT can further improve these outcomes. The purpose of this research study is to understand the feasibility of implementing a SEL curriculum collaboratively between a teacher and OT by analyzing the teacher’s perspective regarding the process. The effectiveness of the SEL curriculum has previously been described, but the use of this curriculum in a high-need school in collaboration with an OT has not been evaluated.
DESIGN: A qualitative feasibility study was conducted using a phenomenological approach to understand the teacher’s experience of implementation of SEL combined with OT expertise in the classroom. The study group consisted of 17 students and 1 teacher with 5 years of teaching experience. The classroom was selected based on teacher experience and interest in being involved. The principal investigators and teacher were trained to administer the SEL curriculum by intervention developers. The teacher and OT students collaborated to implement the curriculum for a semester in the selected kindergarten classroom, with OT students adapting the curriculum for children with disabilities.
METHOD: Data were triangulated using teacher interview to gain her lived experience of feasibility of implementation and observation of the teacher in the classroom at two different time points.Interview questions were open-ended and focused on teacher preparation in implementing the curriculum as well as her perceived outcome regarding the study. Researchers took field notes using the “Social Emotional Learning Observation and Reflection: A Resource Tool” classroom data collection form. This observation included a child observation, a teacher observation and an environment inventory. Our data analysis involved examining interview data and classroom observations.
RESULTS: Initial observations made using the classroom collection data form suggested that the children and teachers were using positive approaches to learning, and incorporated opportunities for social-emotional growth. At the final classroom observation, qualitative improvements were observed as noted by increased frequency of positive behaviors among teachers and students (e.g. increased self-awareness, increased adaptability). Improvements were also displayed through appropriate social interaction amongst students. The preliminary results suggest that implementing a SEL curriculum has the potential to enhance the classroom environment as well as teacher-student interactions. Themes from the teacher interview included a perceived lack of communication and lack of understanding of the OT’s role in the SEL content, which may impact feasibility. The teacher’s perspective of the collaboration was overall positive. The teacher expressed hope for the program being successful in the future and in seeing some small, positive changes in student’s social-emotional skills.
CONCLUSION: Our preliminary findings indicate a collaboration between OT and teachers for implementing SEL curriculum is feasible. Our study was limited by time; it is well documented that the positive effects of SEL do not come to fruition for up to two years after implementation (Jones, Brown, & Aber, 2011). Further research is needed to evaluate the feasibility for over a single academic year and in more than one classroom. The current SEL curriculum does not always meet the needs of children with disabilities.
A collaborative approach between occupational therapists and educators is feasible and may improve the impact of the SEL curriculum for all children.
References
Bavarian, N., Lewis, K. M., Dubois, D. L., Acock, A., Vuchinich, S., Silverthorn, N., & Flay, B. R. (2013). Using social-emotional and character development to improve academic outcomes: a matched-pair, cluster-randomized controlled trial in low-income, urban schools. Journal of School Health, 83(11), 771-779. doi:10.1111/josh.12093
Jones, S. M., Brown, J. L., & Aber, J. L. (2011). Two-year impacts of a universal school-based social-emotional and literacy intervention: An experiment in translational developmental research. Child Development, 82, 533-554. doi: 10.1111/j.1467-8624.2010.01560.x
