What is the effectiveness of social emotional learning curriculum on increasing self-regulation in children with behavioral disorders?
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Authors
Corrigan, Erin
Sandal, Emily
Ensign, Ashley
Issue Date
2022-04-29
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Abstract
BACKGROUND: Behavioral disorders account for 7.4% of the pediatric population from ages 3-17. A behavioral disorder involves a pattern of unwanted behaviors that last for at least six months and cause problems in school, at home, and in social situations. Children with behavioral disorders often demonstrate a variety of diagnoses ranging from Attention Deficit Hyperactivity Disorder (ADHD), Oppositional Defiance Disorder (ODD), Conduct disorder, Autism Spectrum Disorder, Anxiety, etc.
PURPOSE: The critically appraised topic (CAT) is aimed at determining the effectiveness of social emotional learning curriculum on increasing self-regulation in children with behavioral disorders.
METHODS: Seven level I randomized control studies involving social emotional learning curriculum interventions within school-based settings within the last 5 years were included in the CAT.
RESULTS: Level IA and Level 1B research completed on the effectiveness of emotional regulation curriculum with individuals who experience behavioral disorders revealed that there was a reduction in difficulty with emotional regulation, positive impact on well-being and self-regulation skills following intervention.
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Creighton University
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Copyright is retained by the Author. A non-exclusive distribution right is granted to Creighton University