Cognition & Social Emotional Learning

Cognitive Skill Terms:

• Temperament: innate characteristics a child is born with that impact how they deal with situations and interact with the environment

• Perceptual Functions: ability to take in and process sensory stimuli (e.g. visual necessary for reading)

• Imitation: attending to stimuli and coping as necessary; as attention increases, so does the child's ability to imitate more complex actions

• Attention: focus on a specific stimulus

• Memory: how we register, store & recall information

• Problem-solving: a complex skill where children continuously develop their ability to use specific tools or actions to fix a problem

• Literacy Skills: ability to read & write a shared language

Cognitive Assessments

Cases that commonly exhibit difficulties with SEL:

• Pre-term & low birth weight infants

• ASD

• ADHD

• Children exposed to maltreatment, neglect, & trauma

• Social Skills

  • Ages & Stages Questionnaire -- Social Emotional

  • Bayley Scales of Infant & Toddler Development

  • Brigance Early Childhood Screens III

  • Child Behavioral Checklist - Preschool

  • Developmental Assessment of Young Children (social-emotional domain)

  • M-FUN

  • Pediatric Evaluation of Disability Inventory Computer Adaptive Test

  • Preschool & Kindergarten Behavior Scales

  • Social-Emotional Assessment Measure

  • Sensory Processing Measure (SPM)

  • Social Skills Improvement System

• Emotional Behavior

  • Ages & Stages Questionnaire -- Social Emotional

  • Bayley Scales of Infant & Toddler Development

  • Child Behavioral Checklist - Preschool

  • Social-Emotional Assessment Measure

  • Preschool & Kindergarten Behavior Scales

  • Social Skills Improvement System

• Self-Regulation

  • Ages & Stages Questionnaire -- Social Emotional

  • Bayley Scales of Infant & Toddler Development

  • Child Behavioral Checklist - Preschool

  • M-FUN

  • Social-Emotional Assessment Measure

  • Sensory Processing Measure (SPM)

  • Sensory Profile

• Zones of Regulation

• Parent Child Interaction Therapy

• DIR/Floortime

• School-wide Positive Behavior Support (SWPBS)

Language to Address SEL Development & Self-Regulation

• Outcome Language (IFSP):

  • Self-soothe

  • seek caregiver for comfort

  • Follow 1-step directions

  • Ask for access to self-regulation strategies

  • Express feelings

  • Comfort others

• Goal Language (IEP):

  • Complete teacher-directed ask

  • Identify level of alertness and emotional state

  • Follow 2-step directions

  • Identify others' emotions

  • Select a self-regulation strategy

  • Comfort friends

  • Seek an adult for help