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Evidence-Based Practice
The Collaborative Academic, Social, and Emotional Learning (CASEL) states that social and emotional learning is the way children understand and manage emotions, show empathy for others, and building positive relationships, as well as making responsible decisions. Social emotional learning is especially important for children with autism spectrum disorder. Social learning happens in collaboration with many people in the community including teachers, peers, and family members (Durlak et al., 2011).
Activity: Acts of Kindness
1. Go over the list of acts of kindness with your students
2. For homework, ask them to choose 2 acts of kindness from each choice boards and have them do kind acts for someone (family members, friends, teachers, community workers): this activity can be “tic-tac-toe” of four in a row if students who are ready for a challenge!
3. When they comeback for the next session, work on the Kind Acts for Others worksheet in a group.
4. Have the students share their responses.
5. Ask students how doing kind acts affect their lives and those around them.
Materials needed:
Acts of Kindness choice board, the Kind Acts for Others worksheet, markers, pencils
Example Goals
1. In 6 months, __________ will identify other’s (family members, peers, teachers etc..) feelings in response to his actions (selecting topics based on another’s preferences, taking turns with toys, praising others) with no more than 2 verbal promptings, with 80% accuracy, across 3 observable sessions measured by an SLP.
2. In 6 months, __________ will identify and describe his feelings in response to actions that he took for others (selecting topics based on another’s preferences, taking turns with toys, praising others, etc...) with no more than 2 verbal promptings with 80% accuracy, across 3 observable sessions measured by an SLP.
Cueing: Hierarchy of Prompting can be used depending on the child’s needs on cueing.
Prompting is an effective EBP that maximizes the individual’s success and increases the client’s generalized use of target skills.
Hayes D. (2013). The use of prompting as an evidence-based strategy to support children with ASD in school settings in New Zealand. Kairaranga,14(2), https://files.eric.ed.gov/fulltext/EJ1025644.pdf
Data Collection Tool : This is a useful data collection tool with a column for information on prompting and a column for general notes/comments.
Data Collection Tool : This is a useful data collection tool with a column for information on prompting and a column for general notes/comments.
References
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 405-432.
Free Data Sheets round-up. Speechy Musings.
(2021, October 28). Retrieved December 16, 2022, from https://speechymusings.com/2016/12/09/free-data-sheets-round-up/
Hayes D. (2013). The use of prompting as an evidence-based strategy to support children with ASD in school settings in New Zealand. Kairaranga,14(2), https://files.eric.ed.gov/fulltext/EJ1025644.pdf
LessonPix. (n.d.). Retrieved December 16, 2022, from https://lessonpix.com/materials/7282515/Prompt+Hierarchy
SEL support: Rainbow days. Rainbow Days | Help Kids Rise Above. (2021, September 23).
Retrieved December 18, 2022, from https://rainbowdays.org/our-services/sel
support/?gclid=CjwKCAiAkfucBhBBEiwAFjbkr5LrH_Q7nhWoSEr5SSAYQmBSxC4g44GJH
3rzMmZypFhMi1b9OW0xBoCyLQQAvD_BwE
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