Find Resources On Sources, Strategies, Or Tools For Educator ✓ Solved

Find a resource(s) on sources, strategies, or tools educators

Find a resource(s) on sources, strategies, or tools educators could use to support ED/BD students. (book, a program, an assessment, curriculum, a methodology, etc.). This should be a resource we can all benefit from. Stay away from background sources that provide specific disorder information such as the DSM-IV. Research and find usable information that anyone could potentially implement, investigate, or use to benefit students and the classroom.

Select one for the week 5 assignment: 1) Write a 2-page summary of one resource you found. The following are the required components: a. A summary/description of the resource, how it works, associated costs, design, purpose, usage, and limitations. b. Why you think it would be beneficial and how it should be used with ED/BD kids c. Differentiate and explain how you would use the resource to support ED learners different from BD type learners d. Provide references in APA format, as appropriate.

2) Create a PowerPoint, Prezi, or other type of presentation to include the following: a. A summary/description of the resource, how it works, associated costs, design, purpose, usage, and limitations. b. Why you think it would be beneficial and how it should be used with ED/BD kids c. Differentiate and explain how you would use the resource to support ED learners different from BD type learners d. Provide references in APA format, as appropriate.

3) Complete a compare and contrast chart/graphic organizer between two resources. Include a 1-page summary explaining why one might be more beneficial over the other and why.

Paper For Above Instructions

Supporting students with Emotional Disturbance (ED) and Behavioral Disorder (BD) requires tailored strategies and tools to foster their educational development. One useful resource that addresses these needs is "The Collaborative for Academic, Social, and Emotional Learning" (CASEL). This resource serves as a vital framework for schools to integrate social-emotional learning (SEL) effectively, which can benefit students with ED and BD characteristics.

Overview of the Resource

CASEL aims to encourage school-wide SEL practices, ultimately improving students’ social skills and academic performance. The resource offers professional development opportunities for educators, comprehensive assessments, evidence-based programming, and practical tools to implement SEL in the classroom (CASEL, 2020). This framework emphasizes five core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making (CASEL, 2020). The approach can be implemented through curriculum integration, classroom management strategies, and school culture initiatives.

How It Works

CASEL provides schools with a roadmap to develop and implement SEL programs tailored to their student populations. Educators are trained in evidence-based instructional practices and strategies that promote SEL. Schools can also leverage data-driven assessments to identify students’ needs and evaluate the effectiveness of interventions (Durlak et al., 2011). Associated costs vary: while some resources are freely available, schools may incur costs for training, assessments, and purchasing specialized program materials.

Design and Purpose

The design of CASEL's framework is holistic, addressing the interconnectedness of academic and social-emotional growth. Its purpose is to create supportive learning environments that acknowledge and respond to the diverse emotional and behavioral needs of students. By focusing on skill development and positive relationships, the framework prepares students not only for academic success but also for lifelong social adaptability (CASEL, 2020).

Usage and Limitations

Implementing CASEL in the classroom involves integrating SEL practices into daily instruction, providing professional development for staff, and creating a supportive school culture that reinforces SEL principles. However, limitations exist, such as the potential for varying levels of buy-in from educators and school administrators, the challenge of aligning SEL with academic content, and the necessity for ongoing evaluation to ensure the program meets diverse student needs (Durlak et al., 2011). Furthermore, while an emphasis exists on fostering positive behaviors, the challenge remains to modify specific disruptive behaviors associated with ED/BD.

Benefits for ED/BD Students

Utilizing the CASEL framework can significantly benefit ED and BD students by providing structured settings that build connections and offer emotional support (Weissberg et al., 2015). By promoting self-awareness and relationship skills, students with ED/BD can learn to recognize their emotions and gain coping strategies, fostering a more stable classroom dynamic. Moreover, alignment with academic goals encourages a comprehensive approach in which behavioral improvement directly correlates with academic achievement.

Differentiating Usage for ED and BD Learners

When applying CASEL with ED students, focusing on self-management and relationship skills becomes critical. Students may benefit from explicit instruction in emotional regulation skills, allowing them to cope with challenges in a controlled manner. In contrast, for BD learners, the emphasis could shift toward developing responsible decision-making and social awareness, equipping them with tools to navigate social interactions and minimize confrontations. By tailoring these approaches adjusted to the nuances of each disorder, educators can support diverse needs effectively.

Conclusion

In conclusion, the CASEL framework provides an adaptable resource suitable for supporting ED and BD students. Its comprehensive nature addresses the essential social-emotional aspects of learning while equipping educators with practical strategies to foster resilience and adaptability in their classrooms. By emphasizing positive behavior, social skills, and emotional understanding, CASEL stands as a valuable asset in the effort to enhance the educational experience for all students.

References

• CASEL. (2020). Collaborative for Academic, Social, and Emotional Learning. Retrieved from https://casel.org
• Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta‐analysis of school‐based universal interventions. Child Development, 82(1), 405-432.
• Weissberg, R. P., Durlak, J. A., Domitrovich, C. E., & Gullotta, T. P. (2015). Social and emotional learning: Past, present, and future. In Handbook of social and emotional learning: Research and practice (pp. 3-19). Guilford Press.
• McGonigle, D., & Mastrian, K. (2018). Nursing informatics and the foundation of knowledge (4th ed.). Jones & Bartlett.
• Payton, J. W., Wardlaw, D. M., Graczyk, P. A., Bloodworth, M. R., Tompsett, C. J., & Weissberg, R. P. (2000). The positive impact of social and emotional learning for kindergarten to eighth-grade students: Findings from three scientific reviews. Collaborative for Academic, Social, and Emotional Learning.
• Greenberg, M. T., Domitrovich, C. E., & Bumbarger, B. (2001). Preventing mental health problems in youth: A comprehensive framework for promoting evidence-based practices. Administration and Policy in Mental Health and Mental Health Services Research, 28(5), 456-476.
• Bridgeland, J. M., Bruce, M. A., & Hariharan, A. (2013). The missing piece: A national survey of parents’ perceptions of the public schools’ role in promoting social and emotional learning. Retrieved from the Civic Enterprises website.
• Werner, E. E., & Smith, R. S. (1992). Overcoming the Odds: High Risk Children from Birth to Adulthood. Cornell University Press.
• Zimmerman, S., & Schunk, D. H. (2008). Motivation: An essential dimension of self-regulated learning. Educational Psychologist, 43(1), 7-9.