ERIC ED523234: Feature Issue on Supporting the Social Well-Being of Children and Youth with Disabilities. Impact. Volume 24, Number 1, Spring/Summer 2011

2011·2.8 MB·English

by  ERIC

Impact
Feature Issue on Supporting the
Social Well-Being of Children and Youth
with Disabilities
Published by the Institute on Community Integration (UCEDD) & Research and Training Center on Community Living Volume 24 · Number 1 · Spring/Summer 2011
From the Editors
Social well-being is essential to overall health and
quality of life for all children, youth, and adults.
However, children and youth with disabilities are
often at higher risk for experiencing lower levels
of social, and related emotional, well-being than
their peers without disabilities. They are among
those more likely to be bullied and harassed,
have a small number of friends, participate in
few extracurricular activities, and generally be
connected to few people outside their families.
This means that the adults in their lives need to
be proactive in supporting and strengthening the
social well-being of these young people.
This Impact issue brings together a collection
of practical and insightful articles related to
supporting the social well-being of children and
youth with intellectual, developmental and other
Homecoming King Owen Phariss and friend Bailey Knowlton at Free State High School Homecoming, 2010. See story below.
disabilities in the settings where they live their
lives: schools, youth programs, neighborhoods,
A Dream Come True
communities, homes. Its primary focus is on what
adults can do to create and sustain environments
by Ashley Voran and Susan B. Palmer that contribute to social well-being, rather than
social harm, for these young people as well
Dreams do come true. At least for Owen Phariss, a senior from Free State High School
as their peers without disabilities. It includes
located in Lawrence, Kansas. In October of 2010, Owen was crowned Homecoming
personal stories of young people, their families
King, with a little help from his friends. A previous school practice had prevented
students with disabilities from being included on the ballot, unbeknown to most stu- and friends; practical strategies for school and
dents and administrators at the school. After uncovering this practice, four of Owen’s community settings; research summaries and
friends took it upon themselves to reverse it. They immediately began obtaining the profiles of successful programs; and resources for
signatures of others on a petition during the day, and after school approached the
use by educators, families, youth leaders, and
administration to ask to have the practice changed. Owen was thrilled at the nomina-
others who desire to support the social growth
tion and showed much gratitude toward his friends after attaining the role as “king”
and well-being of all our young people.
of Free State High School: “I felt proud of my friends. I felt excited, special. All
because of my friends.” “When he won, it just made my heart feel whole. He deserved
it more than anything,” says senior Bailey Knowlton, a long-time friend of Owen’s.
What’s Inside
Not only was Owen awarded king, but for the first time in Free State High School’s
Overview Articles
history, a tie for queen resulted in two Homecoming queens matching up with Owen
How-To Articles
as king. “The whole stadium came alive that night. I was overwhelmed and delighted,”
Personal and Program Profiles
recalls Owen’s mother, Nancy Holmes.
Resources
None of this would have been possible without the assistance of four of Owen’s
friends who followed the motto, “When you don’t agree with the way things are, chal-
lenge it.” Owen’s friends Bailey Knowlton, Audrey Hughes, Aly Frydman, and Connor
Caldwell took the initiative to change the status quo. The school administration was
[Voran & Palmer, continued on page 38]
2 Overview
Social and Emotional Well-Being of Children and
Youth with Disabilities: A Brief Overview
by Jo Montie and Brian Abery
Simply put, “social and emotional well- and experiences of this group and in children and youth with disabilities
being” is a balanced, healthy way of considering ways to expand advocacy and and their presence in the community
interacting with others and the ability to support on their behalf. are supported.
appropriately respond to our own emo-
• Expanded Self-Advocacy. The
tions. It is a core aspect of a person’s de-
Current Positive Trends growth of youth-led self-advocacy
velopment. Our capacities and needs to
efforts (youth taking control of their
connect with others (social), and to know There are a growing number of commu-
lives and creating change) both re-
and manage our inner feelings and expe- nities taking action to insure the social
flects and impacts social-emotional
riences (emotional), are central features and emotional well-being of children and
well-being. At a school level, students
of our quality of life. youth with special needs. Three positive
are becoming stronger self-advocates,
All children, youth, and adults require trends in this area are highlighted below:
and there is growing support for stu-
care and attention to these areas of
• Greater Access to Inclusive dents becoming a stronger presence in
development. However, children and
Experiences. Today, children and their IEP planning (Hawbaker, 2007).
youth with disabilities are at higher risk
youth with disabilities, overall, have In addition, around the country
greater access to the same educational, young people with disabilities are
recreational, and other environments joining together for self-advocacy
as their peers without disabilities com- activities in communities. Support-
A growing number of communities
pared to even 5 years ago (Institute of ing opportunities for children and
Education Sciences, 2010; Law et al., youth to identify and name their own
are taking action to insure the social
2006). The more they are included, feelings, likes and dislikes; to commu-
the greater their options for social nicate their personal stories and ex-
and emotional well-being of children
relationships and expanded circles periences; and to make real choices in
of friends. And increased inclusion is their daily lives from an early age sets
and youth with special needs.
also associated with higher expecta- the stage for greater quality of life,
tions for learning and social interac- self-esteem, and self-determination,
tion. When supported to successfully which can lead to greater personal
respond to these higher expectations, empowerment in the social area of
for experiencing lower levels of social- children and youth with disabilities life (Abery, Mithaus, Wehmeyer, &
emotional well-being than their peers have the potential to experience in- Stancliffe, 2003).
without disabilities. They are more likely
creased social-emotional well-being.
These trends are in the right direc-
to be bullied and harassed, have a limited
• Positive Outlook Related to People tion. However, there’s an ongoing need
number of friends, and engage in fewer
with Disabilities. As a result of in- for widespread implementation of
extracurricular activities than their peers.
creased opportunities for inclusion, strategies that create the systems change
Combine these tendencies with a school
community attitudes toward disability needed to expand and support them, and
environment in which the child’s “fail-
are changing in a positive way. People reach all young people with disabilities.
ures” rather than gifts and capacities are
with disabilities are seen more often in
often the focus, and where all too often
our daily lives in the media, and more
help doesn’t get to children until there Future Prevention Efforts
often depicted in a genuine, positive
is a crisis, and one has the potential for
manner. Individuals with disabilities The old adage, “An ounce of prevention
high levels of social and emotional dis-
are now more likely to be valued for is worth a pound of cure” applies well to
tress. While children with disabilities are
their abilities and contributions, not addressing the social-emotional needs
at “higher risk” socially and emotionally,
just noticed for their needs. When of children and youth with disabilities.
we do not suggest that this always occurs.
all members of society are exposed A more coordinated, sustained focus on
Many children and youth with disabili-
to positive images of persons with prevention practices in schools, youth
ties experience very positive outcomes
disabilities, and start to view the ex- organizations, homes, and other com-
in this area. Families and the larger com-
perience of having a disability as an munity settings is needed to build on the
munity, however, need to be proactive in
important part of the diversity among progress that’s already been attained.
attending to the social-emotional needs
humans, the social relationships of Four of those practices are as follows:
Retrieved from the Web site of the Institute on Community Integration, University of Minnesota (http://ici.umn.edu/products/impact/241). Citation: Palmer, S., Heyne, L., Montie, J., Abery, B., & Gaylord, V. (Eds.).
(Spring/Summer 2011). Impact: Feature Issue on Supporting the Social Well-Being of Children and Youth with Disabilities, 24(1). [Minneapolis: University of Minnesota, Institute on Community Integration].
Overview 3
• Teach Social and Emotional in schools and youth organizations of belonging and stable relationships,
Competencies. Becoming more directed toward social-emotional well- we create conditions that support
prevention-oriented in our schools being. There is a need to train “front- positive social-emotional well-being.
and youth organizations includes sup- line providers,” those who first see By increasing the variety of inclusive
porting the development of social- and connect with children and youth school and community activities, we
emotional competencies that contrib- (U.S. Public Health Service, 2000). In also expand role models for construc-
ute to learning (Durlak, Weissberg, most school districts, social workers, tive coping, increase access to social
Dymnicki, Taylor, & Schellinger, counselors, and psychologists provide support outside of the family, and
2011), as well as creating systems services to multiple schools, spending enhance meaning in our lives.
that encourage student engagement, no more than one day a week within
safety, and a positive climate. There any physical setting. As a result, they
Conclusion
are many organizations and materials rarely have the opportunity to develop
available to help educators and pro- relationships with students or spend To insure the social-emotional well-being
gram leaders teach social-emotional time in classrooms until after a child of children and youth with disabilities,
competencies and create positive has begun to display signs of distress. and reduce their risk of negative out-
social climates for youth with disabili- Instead, resources need to target comes, we must continue to develop
ties. They include the Collaborative ways to effectively create a sense of initiatives that link people, environ-
for Academic, Social and Emotional belonging and valuing relationships ments, and prevention practices. Efforts
Learning (CASEL); the Technical in schools, youth organizations, and must be based on respect for others and
Assistance Center on Social Emotional community settings, and be available an appreciation of diversity, engage high-
Intervention for Young Children; the for teaching and prevention, not only risk youth, create social networks and
OSEP Technical Assistance Center on in crisis. The Institute of Medicine’s capacities, and bring together those with
Positive Behavioral Interventions and 2009 report on mental, emotional, and without disabilities in a way that
Supports; Operation Respect; and and behavioral disorders among gives each individual an opportunity to
Educators for Social Responsibility. young people indicates that a focus on use his or her gifts and capacities. Work-
These and other organizations are social and emotional skills is founda- ing together, families, professionals, and
contributing to a growing body of tional for both preventing and treat- children and youth themselves can create
strategies that can be useful to educa- ing such disorders. the context for healthy social-emotional
tors, youth organization staff, and • Link People and Environments. development.
families to proactively support social- Because children and youth with
References
emotional well-being. disabilities typically do not have
Abery, B. H., Mithaus, D. E., Wehmeyer, M.L, & Stancliffe, R.J. (2003).
• Create Multidisciplinary Supports. the opportunity for as many, or as Theory in self-determination. Springfield, IL: Charles C. Thomas Publishing.
Durlak, J. A., Weissberg, R. P., Dymnicki, A.B., Taylor, R.D., & Schellinger,
The unmet social-emotional needs of varied, social relationships as their
K.R. (January/February 2011). The impact of enhancing students’ social
many children and youth go unno- peers without disabilities, they often and emotional learning: A meta-analysis of school-based universal inter-
ventions. Child Development, 82(1), 405-432.
ticed for years. The student who sits lack the resources or “social capital”
Hawbaker, B.W. (2007). Student-led IEP meetings: Planning and imple-
quietly in the classroom, youth group, to protect themselves from poor mentation strategies. TEACHING Exceptional Children Plus, 3(5).
Institute of Education Sciences, U.S. Department of Education (2010).
or at home often is not viewed as in social-emotional outcomes. Such
The condition of education 2010: Children and youth with disabilities.
need of support even when experienc- experiences should not be viewed in Washington, D.C.: Author.
Institute of Medicine. (2009). Preventing mental, emotional, and behavioral
ing emotional distress. Additional isolation or attempts made to address
disorders among young people: Progress and possibilities. Washington, DC:
support, training, and resources them individually; rather, they need to National Academies Press. 19, 517–534.
Law, M., King, G., King, S., Kertoy, M., Hurley, P., et al. (2006). Patterns
directed toward helping young people be viewed as interconnected and ad-
of participation in recreation and leisure activities among children with
and families get help sooner are neces- dressed holistically. The unavailability complex physical disabilities. Developmental Medicine and Child Neurology,
48, 337–342.
sary. This is not an effort that can be of inclusive extracurricular activities
U.S. Public Health Service. (2000). Report of the Surgeon General’s Confer-
successfully carried out by schools or in a community, for example, can ence on Children’s Mental Health. Washington, DC: Department of Health
and Human Services.
youth organizations alone, but must mean youth with disabilities have
be a joint undertaking with health fewer opportunities to meet individu- Jo Montie is Founder/Consultant, Doors to
care systems, social services, and als with common interests. A lack Useful Learning, Minneapolis, Minnesota.
community supports. Attention must of contexts within which to develop She may be reached at 612/481-2714 or
be paid not only to building connec- friendships, in turn, increases the like- [email protected]. Brian Abery is
tions across these organizations, but lihood that a student will experience Research Associate, Institute on Commu-
between children and youth, their the negative outcomes that come with nity Integration, University of Minnesota.
families, and support networks. social isolation. Conversely, by widen- He may be reached at 612/625-5592 or
• Advocate for Necessary Resources. ing social networks, linking environ- [email protected].
We need more resources and training ments, and actively nurturing a sense
4 Profile
MyaGrace is Going to Dance:
A Third Grader’s Journey in Social Growth
by Vera Stroup-Rentier
Something wonderful happened today. emphasize her social-emotional skills, we began to think about how to most
MyaGrace Rentier is going to dance. both at home and school, so she could successfully transition her from activity
It seems pretty normal on the surface be more successful in the activities she to activity and setting to setting. Tran-
because many 10-year-old girls love to selected. Our initial emphasis came sitions were quite difficult, and while
dance. MyaGrace is no exception. Prior during her second year of kindergarten she enjoyed being “social,” this aspect
to today, her opportunities to dance when difficulties she had at school were of her personality usually led to more
with others have been with others who not the same ones we were experienc- disruptive behavior because she didn’t
have special needs or at home dancing ing with any consistency at home. She understand appropriate social cues and
with our Just Dance Wii games. Today, was enrolled in a school that did not contexts. Thirdly, when MyaGrace was
MyaGrace has been asked to join the typically include children with needs as demonstrating appropriate behavior, we
Dance Exhibition team at our local significant as hers, and her school team would reward it using natural supports
dance studio. She is thrilled beyond thought maybe she would be more suc- that already existed at school and home.
words because she has wanted to dance cessful at another school in the district At school, she got another period of
that had more experience with students music (her favorite class) if she had a
with a variety of disabilities. We, how- good week (determined by less than
ever, wanted MyaGrace to go to school three negative behaviors each day), and
with her brothers as they are all very at home she got a mini manicure from
close in age. We stayed firm about our mom (another favorite activity).
desire to have her educated in her neigh- An important part of making sure
borhood school and told the school all of the above supports were imple-
we wanted to make her participation mented for MyaGrace each year at
in their school successful together. At school was to ensure she always had a
school, she was hitting, yelling, and run-
ning in the hall every opportunity she
had. Although she sometimes exhibited
these behaviors at home, at school the Today, MyaGrace has been asked
behaviors were happening 20-30 times
more often, especially when she was left to join the Dance Exhibition team
alone with a paraprofessional.
During kindergarten, MyaGrace at our local dance studio. She is
acquired a Behavior Plan in her Indi-
with her brothers for several months. vidualized Education Program (IEP) that thrilled beyond words.
Finally, I asked the teacher what she detailed each inappropriate behavior
thought about her being part of the she exhibited, and 1) the ways to pre-
class, and the teacher’s answer was, “Of vent it, 2) the ways to address it when it
course.” Our family is ecstatic because did occur, and 3) the ways to diminish social-emotional focus on her IEP. In our
this teacher honored the wishes of a girl so it would not occur again in the same experience, we have found some special
who has been described as “intellectu- time period. It was an exhaustive list education teachers are more comfort-
ally disabled,” “autistic-like,” “motor that took lots of time to work in partner- able with this construct than others.
impaired,” and “hyperactive.” To us, her ship to document. Once we collaborated For MyaGrace it is vital, so it has been
family, MyaGrace is a sweet girl who is in this way, MyaGrace realized everyone important for our family to know what
going to dance with her brothers and knew what the expectations for her were, resources are available to help support
several others students in an “inclusive” so we were 75 percent of the way to work- her growth in this area so we can share
dance class at a local dance studio. ing on her challenging behaviors. strategies between home and school.
Including MyaGrace hasn’t always Initially, our efforts at school began Each year, we talk about specific ways to
been as easy as the example above, but by using social stories to let MyaGrace address her social-emotional develop-
it certainly has gotten easier in the last know the expectations for her behav- ment. Also, we talk about short-term
few years as we have really sought to iors, whatever the setting. Secondly, objectives representing 3 months rather
Retrieved from the Web site of the Institute on Community Integration, University of Minnesota (http://ici.umn.edu/products/impact/241). Citation: Palmer, S., Heyne, L., Montie, J., Abery, B., & Gaylord, V. (Eds.).
(Spring/Summer 2011). Impact: Feature Issue on Supporting the Social Well-Being of Children and Youth with Disabilities, 24(1). [Minneapolis: University of Minnesota, Institute on Community Integration].
Profile 5
than year-long goals, and her progress regular education and special education gets out her morning work, quietly goes
is reported on her report card (another teachers has been important. And equal- to her seat, and begins her seat work.
motivator for her, which we acknowl- ly important, for us, has been letting She may say “Hi” to a few of her friends
edge at home and school). Prior to this, MyaGrace know we are talking to them along the way, but she is able to do this
most of the time her report card came on a regular basis about simple things without getting completely off track.
home with most columns saying “N/A” like her passing a “reading” test, to big- In kindergarten, she had a paraprofes-
since she could not meet the existing ger things like how hard she is working sional with her from the time she got off
standards. Now, progress is measured in on her presentation about Clara Barton. the bus until she got back on the bus to
a way we can all view. Inherent in Focus on supporting MyaGrace’s come home. Now, a paraprofessional
addressing MyaGrace’s goals are the social-emotional skills didn’t happen helps her with the subjects that are most
objectives specific to what we want to by chance as there were “big stakes” to challenging like math, reading, and
see in the activities she chooses such as making sure she was socially successful spelling, but rarely does anyone have to
dance, piano lessons, and cheerleading. at school, including staying in the same “help” because of her behavior. It took a
Specifically, we have asked team mem- school as her brothers and getting to team effort to get us where MyaGrace is
bers to come to her practices or we have participate in the activities she really today and we are truly glad “we are all in
videotaped practices so they could see enjoys like dancing and music. Although this together.”
specific examples of MyaGrace using we started in kindergarten, we still work
strategies we discussed. We have been every day on her social-emotional skills Vera Stroup-Rentier and her family live in
able to film other strategies so all team to help her be as successful as possible. Topeka, Kansas.
members benefit from our efforts to Today, in third grade, she goes into her
support MyaGrace’s social-emotional classroom each morning and empties
skills. Communication with both her her backpack, puts away her things,
Advocating for Children’s Social-Emotional Well-Being
in Educational Settings: Tips for Families
Any child who is not doing well in the social- Service Agency #7. Although the site tags the and try to understand the reasons for the
emotional area of their life will be less likely to do objectives and outcomes as applying to chil- differences and how to address them.
well in their academic performance and overall dren with autism, the list is a helpful model for
• An important dimension of social-emotional
participation in the school environment. Especially use with many other children, as well.
well-being is how a child is viewed and treated
for those who experience barriers to social inclu- • In IEPs, families may want to ask for inclusion by others. A child might experience bullying
sion at school – which includes many students of short-term objectives (such as objectives or exclusion by other students. Children with
with disabilities – attention to social-emotional for a single quarter) related to yearly goals disabilities may not have enough opportuni-
well-being is an important part of supporting for social-emotional development. And they ties to interact with non-disabled peers. Issues
success in school and beyond. There are many may want to ask that progress on these objec- related to broader school policies or practices
ways that a family can advocate for the social- tives be reported on the child’s report cards may set-up barriers to inclusion, so families
emotional well-being of a child with disabilities throughout the year. These steps help ensure should discuss these with officials at the spe-
within educational settings. Below are a few: everyone stays on track and that strategies for cific school or with school district supervisory
• If a child has social-emotional needs that must supporting social-emotional well-being can be personnel. Among the resources that can
be addressed in order to support academic modified as needed. support such conversations are PACER Center’s
learning and participation in the school com- • In looking at a child’s social skills and behav- dispute resolution resources for families (see
munity, it’s important to address these in the iors, it’s often helpful to compare his or her http://www.pacer.org/disputeresolution) and
child’s Individualized Education Program (IEP). school and home behaviors to see if these are the extensive resources from Operation Respect
If families are asked to, or wish to, provide ideas consistent or different. Families and school (http://www.operationrespect.org).
for social-emotional outcomes for IEPs, there
personnel should meet to discuss differences in Contributed by Susan B. Palmer, Research Professor at
are some excellent examples at http://www. home/school behaviors, especially when prob- the Beach Center on Disability, University of Kansas,
Lawrence. She may be reached at [email protected] or
specialed.us/autism/05/g_o.htm, a Web page lems are present in school but not at home, 785/864-0270.
from the Wisconsin Cooperative Educational
6 Overview
Where Does Social-Emotional Well-Being
Fit into the School Curriculum?
by Lynn Stansberry Brusnahan and Shelley Neilsen Gatti
For the past decade schools have been student academic achievement? One wide, PBIS provides a three-tiered pre-
faced with increasing pressure to en- approach is to integrate SEL into the vention system to proactively teach and
hance student academic achievement. daily curriculum and routines. acknowledge pro-social behaviors and
Thus, schools can become focused pri- prevent or reduce challenging behaviors.
marily on preparing students for tests, This system provides universal inter-
Embedding SEL in Academics
and hesitant to attend to other areas of vention for the entire school and more
student development, including social New Jersey, Iowa, Wisconsin, New York, explicit, small group instruction for
and emotional development. However, and South Carolina are among the states students who need a more targeted level
it is possible to attend to both academics where SEL competencies are already of support. In addition, PBIS includes
and social-emotional learning (SEL) for reflected in their educational standards intensive support for students requiring
students with and without disabilities. (Kress, Norris, Schoenholz, Elias, & individualized intervention. Through this
In fact, such attention can improve Seigle, 2004). Social-emotional learning tiered model, schools can create positive
academic performance and the overall can be embedded in general academic environments so all children feel safe and
school learning environment. curricula such as language arts, physi- can learn (OSEP, 2010).
A strong connection exists between cal education, science, social studies, Another way to enhance the learning
SEL, school behavior, and academic per- fine arts, and health. The Collaborative environment and SEL is by teaching class-
formance. Researchers have found that for Academic, Social, and Emotional room expectations and routines in order
positive social behavior in the school Learning (CASEL, 2005) has developed to establish a positive, consistent, and
setting is linked to, and predictive of, five areas of competencies for SEL: predictable environment that conveys
positive academic achievement (Haynes, Self-awareness, self-management, social safety and care, and builds healthy rela-
Ben-Avie, & Ensign, 2003; Malecki & awareness, relationships skills, and tionships. When classroom procedures
Elliott, 2002; Welsh, Park, Widaman, responsible decision-making. Table 1 are explicitly taught, on-task behavior
& O’Neil, 2001). In a meta-analysis of identifies and defines each, and provides and engagement increases, which allows
school-based programs to promote social examples of how teachers can integrate more time to be dedicated to learning.
and emotional development, researchers SEL into the required academic stan- There are a variety of routines required
found an 11% gain in academic perfor- dards by creating grade-level goals based to manage a classroom effectively, such
mance in programs that measured SEL on the competency areas. Additionally, as entering and exiting, keeping students
and academic effects (Durlak, Weissbert, Table 1 illustrates ways to embed SEL engaged in learning activities while
Dymnicki, Taylor, & Schellinger, 2011). supports at the school, classroom, and others are working with the teacher,
Even a number of the national K-12 stan- individual levels without taking time and planning transition times. Educa-
dards for various academic disciplines away from academics. tors sometimes assume all students
recognize development of specific social know how to carry out these everyday
skills as necessary for successful partici- routines when, in fact, these skills need
Enhancing Learning Environments
pation in education and employment to be taught just like academic skills in a
beyond K-12 schooling (Common Core Another effective and efficient way to sequenced, active, focused, and explicit
State Standards Initiative, 2010). integrate SEL into the school day is by manner (CASEL, 2005). By teaching these
Though there is mounting evidence establishing psychologically safe and expectations and routines, educators are
of the importance of SEL for the success caring learning environments through preventing predictable problems and
of students in school and beyond, teach- universal school-wide systems and well- increasing the opportunities for students
ing these critical skills may be viewed managed classrooms. Growing evidence to engage in appropriate behaviors and
by many educators as additional duties supports the use of Positive Behavioral receive positive feedback. Over time,
instead of integral and necessary for Interventions and Supports (PBIS) to there is a shift from these behaviors being
learning. So what is the solution to this address the social-emotional and be- predominantly controlled by external
tension between recognition of the im- havioral issues that impede student’s factors such as positive feedback, to
portance of attending to the social and learning by promoting a learning envi- internalized factors such as caring and
emotional development of students with ronment that is positive, safe, and pro- concern for others, making good deci-
and without disabilities, and the need to ductive (Scott, Park, Sawain-Bradway, sions, and taking responsibility for one’s
maintain the highest possible levels of & Landers, 2007). Implemented school behaviors (Bear & Watkins, 2006).
Retrieved from the Web site of the Institute on Community Integration, University of Minnesota (http://ici.umn.edu/products/impact/241). Citation: Palmer, S., Heyne, L., Montie, J., Abery, B., & Gaylord, V. (Eds.).
(Spring/Summer 2011). Impact: Feature Issue on Supporting the Social Well-Being of Children and Youth with Disabilities, 24(1). [Minneapolis: University of Minnesota, Institute on Community Integration].
Overview 7
Conclusion References OSEP Technical Assistance Center on Positive Behavioral Interventions
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Because social and emotional factors K.K. Minke (Eds.), Children’s needs III: Development, prevention, and interven- pbis.org/school/swpbs_for_beginners.aspx
play such an important role in student tion (pp.29-44). Bethesda, MD: National Association of School Psychologists. Scott, T., Park, K., Sawain-Bradway, J., & Landers, E. (2007). Positive
Collaborative for Academic, Social, and Emotional Learning (CASEL). behavior support in the classroom: Facilitating behaviorally inclusive
mental health, behavior, and academic (2005). Safe and sound: An educational leader’s guide to evidence-based learning environments. International Journal of Behavioral Consultation
social and emotional learning (SEL) programs. Chicago: Author. Retrieved and Therapy, 3 (2), 223-235.
performance, schools must attend to
5/1/11 from http://www.casel.org Welsh, M., Parke, R.D.,Widaman,K., & O’Neil, R. (2001). Linkages between
this aspect of the educational process Common Core State Standards Initiative. (2010). Common core state children’s social and academic competence: A longitudinal analysis.
standards for English language arts & literacy in history/social studies, sci- Journal of School Psychology, 39, 463-481.
for the benefit of all students, including
ence, and technical subjects. Washington, DC: Council of Chief State School Zins, J.E.,Weissberg, R.P.,Wang, M.L., & Walberg, H.J. (Eds.) (2003). Build-
those with exceptionalities. Engaging the Officers (CCSSO) & National Governors Association. ing school success through social and emotional learning: Implications for
Durlak, J. Weissbert, R., Dymnicki, A., Taylor, R., & Schellinger,K. (2011). practice and research. New York: Teachers College.
whole student promotes positive growth
The impact of enhancing students’ social and emotional learning: A meta-
that leads to academic achievement analysis of school-based universal interventions. Child Development, 82 Lynn Stansberry Brusnahan and Shelley
(1), 405-432.
and well-being. When SEL is in equal Haynes, N.M., Ben-Avie, M. & Ensign, J. (2003). How social and emotional Neilsen Gatti are Assistant Professors in the
partnership with academic learning, edu- development add up: Getting results in math and science education. New School of Education, University of St. Thomas,
York: Teachers College Press.
cators can fit it all in and will graduate Kress, J., Norris, J., Schoenholz, D., Elias, M., & Seigle, P. (2004). Bringing St. Paul, Minnesota. Dr. Brusnahan may be
students who are better prepared for real together educational standards and social and emotional learning: Mak- reached at 651/962-4397 or llstansberry@
ing the case for educators. American Journal of Education, 111(1), 68-89.
success in society. Malecki, C.K., & Elliot, S.N. (2002). Children’s social behaviors as predictors of stthomas.edu. Dr. Gatti may be reached at
academic achievement. A longitudinal analysis. School Psychology Quarterly,
651/962-4396 or [email protected].
17 (1), 1-23.
Table 1: How to Integrate SEL Support: School-wide, Classroom, and Individual
Competency Description Examples of Supports
Grade Level Goal Examples School Wide Classroom Individual
Self-awareness Recognizing Elementary: Recognize and label emotions such Adopt and implement Elementary: Language Teach individual
feelings, values, as happiness and sadness. specific SEL curricula to arts. Teach students to students to recognize
strengths and guide instruction. Adopt identify feelings using a range of emotions
limitations. Middle: Identify triggers for stress reactions. a school-wide values characters in books such on a rating scale,
program focused on as Have You Filled a Bucket such as The Incredible
High: Develop an understanding of how character education. Today? 5-Point Scale (see
emotions affect others. http://www.
5pointscale.com).
Self-management Regulating emotions Elementary: Describe steps of setting goals. Reinforce SEL skills at Middle: Science. Teach Teach individual
and behaviors to lunch, at the playground students to set and students to use a
handle stress, Middle: Make plans to achieve goals. and other informal achieve goals to complete self-monitoring
control impulses, settings. a science fair project. system to regulate
and persevere. High: Identify resources and obstacles in behaviors, such as
achieving goals. How Does My Engine
Run Analogy from
the Alert Program
(see http://www.
alertprogram.com).
Social awareness Demonstrating Elementary: Identify cues about how others feel. Engage students in High: Social Studies. Teach Teach individual
understanding and service learning projects students about empathy students perspective-
empathy. Middle: Predict others’ feelings and perspectives. and civic activities, in the context of the taking skills through
including school-wide Civil Rights movement strategies such
High: Empathize with others. drives to collect donations by using resources such as Social Stories
for causes such as disaster as the film The Children’s (see http://www.
relief. March from http://www. thegraycenter.org).
teachingtolerance.org.
Relationship skills Forming healthy Elementary: Make and keep friends. Promote and celebrate Elementary: Physical Teach individual
relationships, partnerships of family- Education. Teach students students a conflict
cooperating with Middle: Demonstrate cooperation and school-community to cooperate during team management system
others, resisting teamwork. through activities such games and activities. and steps to problem
inappropriate as picnics, open houses, Middle: Take the class solving.
social pressure, and High: Form relationships with peers, teachers, dinners. through a team-building
handling conflict. and family members. outdoor education course.
Responsible decision- Making safe and Elementary: Respect peers and others. Integrate SEL methods Middle and High: Teach individual
making ethical decisions, into extra-curricular Language Arts. Teach students about
and respecting Middle: Resist peer pressure. activities. Define what about derogatory words good choices using
others. respect looks like in by using resources such resources such as a
High: Analyze impact of decisions on future. different school settings as the film Offense Taken social behavior map
and post it visually. (see http://rtc.umn.edu/ (see http://www.
rtcmedia/offensetaken). socialthinking.com).
Adapted from CASEL, 2005; Kress et al.,2004; Zins et al., 2003.
8 How-To
Five Ways Adults Can Support the Social Success
of Students with Social Learning Challenges
by Brenda Smith Myles
The importance of building and main- priming, this intervention is designed common sense item daily (see Myles,
taining social relationships and friend- to (a) familiarize the learner with the Trautman, & Schelvan, 2004).
ships cannot be underestimated – they materials or events; (b) introduce • Teach social problem-solving.
are an essential part of everyday life. predictability into the information or Problem-solving skills are often not
Research is slowly becoming available activity, thereby reducing stress and inherent in individuals with social
indicating that all learners may benefit anxiety; and (c) increase learner suc- learning challenges and require direct
from possessing strong social skills. For cess. Priming can occur by presenting instruction and support. One strategy
example, one recent study of 10th grad- a learner with a written schedule of is to teach and support learners to
ers found that “noncognitive” factors events, a social narrative, a photo- be social detectives by using Jessum’s
including social skills, work habits, and graph, or a brief verbal overview (2011) “Worksheet for Solving Social
involvement in extracurricular activi- (Wilde, Koegel, & Koegel, 1992). Mysteries” in Diary of a Social Detec-
ties during high school were at least as • Teach assumed or expected knowl- tive, an engaging story that guides
important as cognitive abilities (as edge using the hidden curriculum. youth in understanding social myster-
measured by achievement test scores) in Teaching assumed or expected knowl- ies and solving social challenges.
predicting their success in the worlds of
edge to learners with social learning • Teach self-advocacy and self-aware-
work and education 10 years after high
challenges may be as important, if ness. It is essential that individuals
school (Lleras, 2008). Intentional and sys-
not more so, than teaching them with social learning challenges under-
tematic support from adults for building
academics. The hidden curriculum is stand and advocate for themselves.
and maintaining social relationships and
composed of the so-called “common One way in which some learners can
friendships can be critical to all young
sense” that helps people function in be more successful in social situations
people, and especially those with social
their daily lives. It helps learners fit in is to use tools such as The Sensory
learning challenges. Many learners with
with others and aids them in avoiding ScanTM (Paradiz, 2009) to understand
Autism Spectrum Disorders (ASD), emo-
being taken advantage of. One strat- sensory aspects of an environment
tional/behavioral exceptionalities, and
egy is to use a one-a-day approach and advocate for what they need to
other disabilities can benefit from adults
to introduce and teach one social function well socially within it.
attending to their social knowledge and
skills development, and from opportuni-
ties to practice social relationships. Table 1: Partial List of Skills for Social Success
Skills Brief Description

Five Practical Strategies
Nonverbal communication Understanding gestures, facial expressions, voice tone, proximity, and so forth.
There are at least eight areas in which Theory of mind Understanding the perspective, beliefs, intents, desires, and other mental
learners need skills for social success (see states of self and others.
Table 1). This article describes five practi-
Attribution Determining cause of events and the impact that individuals can have on
cal strategies that can be embedded into
these events.
a learner’s day in a timely, efficient, and
meaningful manner to support develop- Self-regulation Matching emotions to events, recognizing emotions in self, controlling
ment of these and other social skills. impulses, and changing levels of emotions.
Although developed specifically to meet Relationship skills Developing deep functional relationships using skills that include needs
the needs of those with social learning negotiation, toleration of differences, sensitivity to others; the desire to be
challenges, the strategies can also be used around people more than wanting to engage in a specific activity with them.
to benefit all learners. The five strategies
Hidden curriculum Understanding and applying rules and mores that are typically not taught yet
are as follows:
are assumed and expected.
• Prepare for social events through
Technical skills Applying skills such as making eye contact, staying on topic, greeting others,
priming. Providing learners with maintaining conversations.
information about situations and
Self-advocacy Having the skills to ensure a dignified existence in all environments, including
events prior to their occurrence can
effectively communicating wants, needs, desires, rights, and so forth.
help create social success. Known as
Retrieved from the Web site of the Institute on Community Integration, University of Minnesota (http://ici.umn.edu/products/impact/241). Citation: Palmer, S., Heyne, L., Montie, J., Abery, B., & Gaylord, V. (Eds.).
(Spring/Summer 2011). Impact: Feature Issue on Supporting the Social Well-Being of Children and Youth with Disabilities, 24(1). [Minneapolis: University of Minnesota, Institute on Community Integration].
How-To/Profile 9
Summary
• Teach self-regulation. To help indi- Lleras, C. (2008). Do skills and behaviors in high school matter? The con-
tribution of noncognitive factors in explaining differences in educational
viduals with social learning challenges Individuals with social learning chal- attainment and earnings. Social Science Research, 37(3), 888-902.
become aware of, and control, their lenges have complex needs. We also know Myles, B. S., Trautman, M., & Schelvan, R. (2004). The hidden curriculum:
Practical solutions for understanding unstated rules in social situations.
own problematic reactions to everyday that they have incredible potential. We Shawnee Mission, KS: AAPC Publishing (http://www.aapcpublishing.
net).
events a resource such as the Incredible must carefully analyze their needs,
Paradiz, V. (2009). The Integrated Self-Advocacy (ISA) curriculum: A
5-Point Scale (Buron & Curtis, 2003) capacities, and interests, and teach the program for emerging self-advocates with autism and other conditions
(student workbook and teacher manual). Shawnee Mission, KS: AAPC
can be helpful. Using the scale, the complex skills that will help them succeed Publishing (http://www.aapcpublishing.net).
learner rates his or her emotions, or a in life. This will help to ensure that they Wilde, L. D., Koegel, L. K., & Koegel, R. L. (1992). Increasing success in
school through priming: A training manual. Santa Barbara, CA: Koegel
condition or situation, in order to pro- will be ready for education, relationships, Autism Center, University of California (http://education.ucsb.edu/
vide information to the teacher, man- employment, and eventually, indepen- autism/behaviormanuals.html).
age their own thinking process, and/ dent living to the greatest extent possible.
or implement an alternative behavior. Brenda Smith Myles is a Consultant with
Learners can use the scale to rate their References the Ziggurat Group, Dallas, Texas. She is
own voice volume, rate frustration or Buron, K. D., & Curtis, M. (2003). The incredible 5-point scale: Assisting co-author of numerous books on learners
students with Autism Spectrum Disorders in understanding social interac-
anger levels, monitor their persevera- tions and controlling their emotional responses. Shawnee Mission, KS: AAPC with Autism Spectrum Disorders. She may
Publishing (http://www.aapcpublishing.net).
tion on events or topics, and so forth. be reached at [email protected].
Jessum, J. E. (2011). Diary of a social detective: Real-life tales of mystery,
intrigue, and interpersonal adventure. Shawnee Mission, KS: AAPC
Publishing (http://www.aapcpublishing.net).
To Serve and Protect: A Dad’s Reflections
“Can I hold my daughter, please?” My wife, Margie, passionately to make sure Chloe had the best possible
had delivered our daughter, Chloe, on May 16th, 2003, foundation for life. Margie and Nolan even taught
and I knew there was something not right in the Chloe to read at age 3, and now at age 7 she reads
doctor’s look and voice. Chloe aspirated during her at the level of her peers. I was so amazed by the
entry into the world, and as they cleared her lungs I abilities of this little girl and the effectiveness of Early
was relieved to hear a loud cry. Three years into my Intervention that I left my 20-year law enforcement
career as a police officer I had delivered a baby on a career and went to school to receive my Masters
sidewalk, and I knew how important it was to hear in Early Intervention. I now work full-time as the
that crying sound. The doctor approached us and Director of Community/Family Outreach for Early
stated in a very sterile voice that our daughter had Intervention Specialists, and I chair the Pennsylvania
“characteristics of Down syndrome.” I did not know Governor’s Advisory Board for Early Intervention.
much about this diagnosis, but I said to the masked Early on as a family we made sure Chloe was
physician, “Can I hold my daughter, please?” to included in everything we did and could meet as
which he responded, “Yes, do you want to hold her?” many people as possible. Her exposure to a multitude with Andy LaRoche and the Pittsburgh Pirates. She
I detected surprise in his voice , but Chloe looked right of community outings and family events greatly was recognized on the floor of the State Senate after
into my eyes and I instantly fell in love with her. increased her social and communication skills, and they declared World Down Syndrome Day because
If Chloe had been born in 1963 (my birth year) she is now very comfortable in any type of venue. of Chloe’s advocacy efforts for all children. She has
she would have been labeled uneducable, probably Chloe participated in a playgroup at 18 months, been featured in an episode of the national TV
placed in an institution, and would have had a and attended her neighborhood preschool at age 3. series, “Facing Life Head On”, which is nominated
shortened life of exclusion. Thanks to the strong The results were amazing, and when Chloe started for a regional Emmy Award. I started a blog (http://
foundation provided by Early Intervention and kindergarten at her neighborhood school the chloesmessage.blogspot.com) so people could see the
Early Childhood Education, along with a focus on principal called and said she was the most prepared ABILITIES of children with Down syndrome and new
ABILITIES, today Chloe is thriving and excelling in her student for kindergarten transition. parents could get excited about the future when they
community, school, church, and family. Chloe has planted more positive seeds in 7 years receive a precious gift like Chloe.
When we brought Chloe home from the hospital than most people do in a lifetime, and she never People ask me what it is like to change careers so
after her birth we immediately began focusing on ceases to amaze everyone with whom she comes radically, and I respond that I really have not changed
what supports and services she would need to have into contact. She has been in magazines, books, my work focus at all. My mission is the same as during
a great start. An awesome team of Early Intervention newspapers, and online articles. She appeared in my days as a police officer: “To serve and protect.”
therapists, along with my wife Margie and son a press conference with Governor Rendell, read to
Contributed by Kurt Kondrich, Pittsburgh, Pennsylvania. He may
Nolan, who was 4 at the time, worked tirelessly and newly-elected Governor Corbett, and warmed-up be reached at [email protected].
10 How-To
Supporting Friendship Development For
Students with Low-Incidence Disabilities
by Amy T. Parker
Miranda is a beautiful 8-year-old brunette around the country. While this particu- communication skills and forms.
who happens to be deafblind. She at- lar story is based on multiple students’ Students with TBI, ASD, or multiple
tends her neighborhood school, where experiences, it serves to illustrate some disabilities may not communicate in
she spends part of her day in an inclu- of the realities that individual students traditional ways. Also, students may
sive classroom and part of it receiving with low-incidence disabilities must use augmentative forms of communi-
one-on-one tutoring. While she’s in the navigate in being socially included. cation such as pictures, voice-output
general education classroom, an inter- Fostering friendships between stu- devices or sign language. Strengthen-
preter works with her using tactile sign dents with disabilities and typical peers ing a student’s communication abil-
language to help her access the environ- may be one of the most rewarding roles ity and facility is one of the greatest
ment. Although Miranda is using her for teachers and family members to play gifts a team can provide. In order to
cane to travel more independently, she in encouraging student development, build communication with peers, it
still relies on the interpreter to guide achievement, and quality of life. In par- is necessary for peers to understand
her most of the time. Jane is a classmate ticular, students with low-incidence dis- that communication can happen in
who is fascinated with Miranda’s form abilities face specific challenges forming diverse ways, using multiple forms.
of communication and watches her from positive relationships with peers because Teachers and parents can empower
of disability-specific hurdles in mobility, would-be friends by showing them
or in accessing communication as well how to communicate with a student
as environmental information. At the directly in a relaxed and even play-
Fostering friendships between same time, barriers may exist in schools ful way. As students tend to love the
that serve as obstacles to students in use of technology, pictures, or sign
students with disabilities and forming friendships. language, developing these skills with
First, let’s define what is meant by a friend by playing a game or engag-
typical peers may be one of the the term “low-incidence.” In a practi- ing in a preferred activity can put
cal sense, it has been used to designate both students at ease, as well as build
most rewarding roles for teachers students who have disability diagnoses bridges through a shared system of
that are not prevalent. Such categories communication.
and family members to play in have included students with hearing
• Teach mobility strategies and sup-
impairments, visual impairments,
ports to peers. If a student uses a
encouraging student development. deafblindness, traumatic brain injury
wheelchair, needs a human guide or
(TBI), orthopedic impairments, multiple
uses another mobility device, work
disabilities, complex health needs, and
with peers to understand how an in-
those with Autism Spectrum Disorders
dividual travels. If appropriate, adults
across the room. Although Jane would (ASD). Within this grouping, there is can help students learn to safely guide
like to talk to Miranda, she feels unsure great diversity of functioning, abilities, an individual with visual impairments
of how to approach her. Because of and needs. Parents and family members, or push someone’s wheelchair. A
scheduling challenges, there is limited particularly in rural environments, student with a disability may prefer a
time for Miranda to socialize and the may struggle to find local services and peer’s support to an adult’s. These
teacher is challenged to prepare students disability-specific support groups. For- decisions should be made with quali-
for upcoming statewide testing. Miranda tunately, there are ways that teams can fied professionals involved, such as
is the first deafblind student to be served meaningfully support students as well as physical therapists or certified orien-
by this district, and though the educa- promote school cultures that support tation and mobility specialists.
tional team is striving to meet her needs, diverse types of friendships. The follow-
• Teach friendship skills in low-risk
she spends most of her day working with ing seven suggestions are a start:
settings. For some students from
adults, leaving little time to socialize with
• Teach communication skills low-incidence disability groups, social
peers and build friendships.
directly to students and include skills are not learned incidentally but
“Miranda” and “Jane” are both com-
peers. One of the biggest challenges are acquired through direct practice
posites of real students and real friend-
for most students with low-incidence and coaching. At the same time,
ship challenges that are taking place
disabilities can be having reliable students with limited social skills
Retrieved from the Web site of the Institute on Community Integration, University of Minnesota (http://ici.umn.edu/products/impact/241). Citation: Palmer, S., Heyne, L., Montie, J., Abery, B., & Gaylord, V. (Eds.).
(Spring/Summer 2011). Impact: Feature Issue on Supporting the Social Well-Being of Children and Youth with Disabilities, 24(1). [Minneapolis: University of Minnesota, Institute on Community Integration].