Program Description

"SELF was developed as a Tier 2 intervention taught in the general education setting to promote social-emotional development for primary grade children at early risk for emotional and/or behavioral difficulties. It differs from other targeted interventions by (a) including a universal component and (b) integrating social-emotional learning with literacy instruction to strengthen language important to social-emotional learning and promote self-regulation."

Cost

Must attend free professional development sessions to gain access to the curriculum. It is free to register.

Intended Population

• Intervention

Grade

• Elementary School

Intended Group Size

• Small group

ELL/DLL

• Unspecified

Multisensory Applications

• Yes

Computer-Based Delivery

• Partial

Scripted

• Instructor Scripted

Comprehensive or Skill Specific

• Comprehensive

Placement Tests

• Unspecified

Accelerated Learning

• Unspecified

Assessment to Monitor Skills Mastery

• Unspecified

Error Correction Built In

• Unspecified

Fidelity Measures Provided by Publisher

• Unspecified

Research Summary

A literature review revealed that students receiving SELF lessons generally experienced positive social-emotional competency related gains. Specifically, one study reported that SELF lessons were associated with teacher reported executive functioning, internalizing behavior, and school-related competence in students. Another study found that SELF had a positive effect on self-regulation, general behavioral functioning, and SEL vocabulary.

Study Citations

Daunic, A. P., Corbett, N. L., Smith, S. W., Algina, J., Poling, D., Worth, M., ... & Vezzoli, J. (2021). Efficacy of the social-emotional learning foundations curriculum for kindergarten and first grade students at risk for emotional and behavioral disorders. Journal of School Psychology, 86, 78-99.

Daunic, A., Corbett, N., Smith, S., Barnes, T., Santiago-Poventud, L., Chalfant, P., … Gleaton, J. (2013). Brief Report: Integrating Social-Emotional Learning with Literacy Instruction: An Intervention for Children at Risk for Emotional and Behavioral Disorders. Behavioral Disorders, 39(1), 43–51. doi:10.1177/019874291303900106 

Poventud LS, Corbett NL, Daunic AP, Aydin B, Lane H, et al.(2015) Developing Social-emotional Vocabulary to support Self-regulation for Young Children at Risk for Emotional and Behavioral Problems. Int J Sch Cog Psychol 2: 143. doi: 10.4172/ijscp.1000143

Evidence-Based Practice (EBP)

• Promising practice