Effectiveness of Social and Emotional Learning Practices for Middle School Students with ASD as Rated by Educators: A Delphi Study

Author

Linda Payne

Date

2024

Document Type

Dissertation

Degree Name

Doctor of Education

Department

Instruction & Curriculum Leadership

Committee Chair

Craig Shepherd

Committee Member

Craig E Shepherd

Committee Member

Andrew A Tawfik

Committee Member

Luann Lee Ley Davis

Committee Member

Eli A Jones

Abstract

This manuscript proposes the use of a Delphi study to gain knowledge from educators of neuro-divergent students attending a private, special needs grade school in the southeastern United States that specializes in meeting the Social and Emotional Learning (SEL) needs of neurodivergent students, primarily with diagnoses of Level 1 Autism Spectrum Disorder (ASD). The goal of this proposed Delphi study is to gain insight into the perspectives of educators on the challenges and strategies for helping middle school students with ASD learn social and emotional skills. Data will be collected through several rounds of surveys using the Delphi methodology. Results of this study will serve to address a gap in the literature related to educators’ perspectives on the effectiveness of SEL techniques for middle school students with ASD. Results also may inform the design and development of future research studies to determine best practices teachers can employ to promote positive social and emotional learning outcomes for their students with ASD.

Comments

Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to ProQuest.

Notes

Open Access

Recommended Citation

Payne, Linda, "Effectiveness of Social and Emotional Learning Practices for Middle School Students with ASD as Rated by Educators: A Delphi Study" (2024). Electronic Theses and Dissertations. 3552.
https://digitalcommons.memphis.edu/etd/3552