Examining the Effects of the Everyday Speech SEL Curriculum with Two Kindergarten Students

Date of Award

Winter 12-17-2025

Document Type

Project Abstract (696 or 796 registration)

Degree Name

Master of Science in School Psychology

Department

Graduate Studies

Committee Chair

Mary Dosch

Keywords

Social Emotional Learning, Kindergarten, Video Modeling, Peer Modeling

Abstract

The purpose of this project was to explore the effects of the Everyday Speech SEL curriculum as a small-group intervention. Multi-tiered systems of support (MTSS) is a framework for behavioral and academic aid within the school system that increases with time and intensity based on student need (Brown-Chidsey & Bickford, 2015). In this case, the intervention provided was classified as a Tier 2 intervention within the MTSS framework. Providing early intervention of social emotional learning in schools is “associated with greater well-being and better school performance” (Durlak et al., 2011, p. 406). The goal of the implemented intervention was to increase the specified expected target behaviors of appropriate voice level and respectfulness within the school environment. Treatment included the deliverance of a SEL lesson once per week. Daily Behavior Ratings were gathered by the general education teacher with the aforementioned target behaviors. Results indicated an increase in median score from the baseline and treatment data collected. The interventionist believes that the results may have differed if the intervention was implemented more frequently. More research is needed to establish an evidence base for this program.

Abstract only: No full text available.

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