Effects of Social-Emotional Skills Training Through Computer-Assisted Instruction for Young Adults with Intellectual Disability (Session 4E)
Main Topic: Flourishing, Well-being, and Social-Emotional Learning
Session Type: Paper
Now more than ever, social emotional learning (SEL) is a major contributor to independence, productivity, and societal inclusion, especially for young adults with intellectual disability (ID). Individuals with ID have a harder time recognizing subtle and neutral facial expressions (Owen & Maratos, 2016). It is important for everyone to learn how to recognize their own feelings and those of others so we can all manage emotions in ourselves as well as our relationships with others (Adibsereshki et al., 2016). This includes self-awareness, self-management, social awareness, and relationship management. This research study examined the effects of social emotional skills training while using computer assisted instruction (CAI) to explicitly teach participants to identify overall emotions in themselves and recognize emotions in others while explicitly learning how to properly respond to those emotions. In addition, there is limited research regarding emotional skills training for young adults with ID, especially those attending inclusive postsecondary education programs (IPSE) that are preparing for a more competitive workforce and inclusive independent living. Participants in this study included five young adults with ID ranging in age from 18-25 also attending an IPSE in the southeastern United States. This study provided weekly interactive CAI lessons during the fall 2020 semester. Each lesson provided interactive activities, role-plays, direct teaching, and opportunities for guided practice delivered by a same age student facilitator using scripted lessons and interactive PowerPoint slides. The 12 topics included emotional self-awareness, self-respect and actualization, independence, assertiveness, empathy, interpersonal problem solving, decision making skills, goal setting, impulse control, stress tolerance, happiness, and optimism. Results indicated a functional relation between the CAI and SEL taught with all five participants. Generalization measures of emotions collected at a variety of times throughout the day (e.g., job placements, internships, homework sessions, and campus activities) were also positive. Social validity data collected from relevant person-centered planning partners that met monthly with participants also suggested the CAI was useful and practical for teaching SEL to students with ID. Maintenance data also indicated positive results as it was collected two months after the study concluded. This paper session presentation is focused on sharing single subject research and is open to all audience members interested in research and SEL. The presentation will share specific ways on how IPSEs and/or high school settings can better prepare students for SEL during a critical time for skills needed to enter competitive workforces and inclusive community living opportunities reflective of their same-age peers.
- At the end of this session, participants will categorize effective teaching practices that can promote increased SEL in young adults with ID.
- At the end of this session, participants will summarize quantitative research findings in relation to SEL and CAI among students with ID attending college.
- At the end of this session, participants will develop a list of practical strategies to use when teaching SEL or using CAI based on lessons learned in this study for future research and implications for practice.
- At the end of this session, participants will understand the importance of explicitly teaching emotional and social skills training to young adults with and without disabilities.
Keywords: social-emotional well-being, intellectual disability, computer assisted instruction
Dr. Kelly KelleyWestern Carolina University - Associate Professor/UP Program Director
Western Carolina University
Dr. Kelly R. Kelley received her Ph.D. from the University of North Carolina at Charlotte. Since 2010, she has served as the University Participant (UP) Program Coordinator, Consultant, and now Director. She is also an Associate Professor at Western Carolina University. Previously, she also directed the NCCDD Learning and Earning Grant Project and now the Roads to Learning and Earning Personnel Preparation project working with several NC school districts. Dr. Kelley has published 33 book chapters and articles. She has presented at more than 165 international, national, and state conferences. Her research interests include secondary transition related to assistive technology, independent living, and inclusive postsecondary opportunities for individuals with intellectual disabilities. Recently, she also wrote a book called Teaching, Including, and Supporting College Students with Intellectual Disabilities.
Miss. Kelsey HurryWestern Carolina University - Undergraduate Student
Western Carolina University
Kelsey Hurry is a senior at Western Carolina University majoring in Communication Sciences and Disorders and minoring in both Special Education and Psychology. She aspires to attend graduate school to obtain her Masters in Speech-Language Pathology in the fall. Kelsey’s future goal is to become a speech-language pathologist who specializes in neurological disorders within the adult population. Kelsey has worked with the University Participant (UP) Program for two years and serves as Vice President of the Recognized Student Organization (RSO). She holds many roles and has assisted the program through being a natural support, scheduler, suitemate, person centered planning partner, and social coach. She enjoys working with the UP students one-on-one and teaching lessons like she has in this research presentation to help improve their overall language comprehension and social skills.