Everyday Speech for Supporting Kindergarteners' Social and Emotional Learning Needs

Date of Award

Fall 12-17-2025

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in School Psychology

Department

Graduate Studies

Committee Chair

Mary Dosch

Keywords

social-emotional learning, kindergarteners, intervention

Abstract

The purpose of this project was to analyze the use of Everyday Speech Social and Emotional Learning curriculum as an intervention for two female Kindergarten students. The intervention aimed to teach these students learning related classroom skills including in-seat behavior, independence, and blurting behaviors. Everyday Speech uses video modeling to help children build social and emotional skills. Video Modeling has many benefits including efficiency and high levels of engagement from students (Mitsch et al., 2021). Research suggests that video modeling can be an effective way to teach perspective-taking and other complex social skills to children, especially effective to children with autism (Charlop-Christy & Daneshvar, 2003). One of the students in this intervention had an autism diagnosis. The intervention included a mindful warm-up, a ten-minute lesson, a discussion about the video, and a social skills activity. After each lesson, the researcher completed a direct behavior rating regarding the students’ target behaviors throughout group session. Additionally, each student’s teacher completed a direct behavior rating regarding the students’ target behaviors for the entirety of the morning. The results showed improvement towards target behaviors for one student and minimal change in regard to target behaviors for the other student. Future research should look into the use of Everyday Speech Curriculum for teaching social and emotional learning skills.

Abstract only: No full text available.

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