EARLY HEARING DETECTION AND INTERVENTION VIRTUAL CONFERENCE
MARCH 2-5, 2021
(Virtually the same conference, without elevators, airplane tickets, or hotel room keys)
3/02/2021 | 3:15 PM - 3:35 PM | SEL: Managing Big Feelings with Little Humans | Topical Breakout
SEL: Managing Big Feelings with Little Humans
Every child should have the opportunity to meet their full potential. Research is continuing to show the impact that social and emotional learning (SEL) plays on a child’s school readiness and ability to become accomplished learners.
The Collaborative for Academic, Social, and Emotional Learning (CASEL) has a stated mission of disseminating evidence-based information regarding social and emotional learning (SEL)throughout all educational systems preschool through high school. CASEL has created a framework identifying five core competencies that are encompassed in SEL. These competencies are: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.
This presentation will briefly review the five core competencies outlined by CASEL’s and also review our introduction of social and emotional learning to children who are deaf and/or hard of hearing within a listening and spoken language preschool. Data will be shared regarding the Kimochi ? program which was selected to increase SEL with preschoolers and staff at Clarke Schools’ Philadelphia campus. Specific features of the Kimochi? program will be highlighted related to its impact on emotional vocabulary acquisition, student generalization of prosocial behaviors, and parent involvement. Our observations of the Kimochi program’s ability to be modified during the COVID-19 pandemic will be discussed.
- Learners will identify the five core social and emotional competencies as outlined by the Collaborative for Academic and Social and Emotional Learning (CASEL)
- Learners will list three reasons why focusing on emotional well-being increases the likelihood of learning.
- Learners will discuss 2 benefits to implementing the Kimochis® program in their practice and/or school.
Presentation:
23278_13549SherriFickenscher.pdf
Handouts:
Handout is not Available
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Sherri Fickenscher
(), Clarke Schools for Hearing and Speech, sfickenscher@clarkeschools.org;
Sherri Fickenscher, LSLS Cert. AVEd, is an Education Support Specialist at Clarke Schools for Hearing and Speech/Pennsylvania. She is responsible for staff and parent coaching and training. She mentors professionals seeking their Listening and Spoken Language certification and has presented at state, national, and international levels in an effort to improve listening and spoken language outcomes for children and families. Ms. Fickenscher is a contributing author to 101 Frequently Asked Questions About Auditory-Verbal Practice as well as Preparing to Teach, Committing to Learn and From Listening to Language. She is co-author of Auditory Verbal Strategies to Build Listening and Spoken Language Skills. Sherri is a member of the AGBell Association Board.
ASHA DISCLOSURE:
Financial -
• Receives Salary,Speaker for Employment,Teaching and speaking from employed by Clarke Schools for Hearing & Speech; Stipend from Hearing First.
Nonfinancial -
• Has a Professional (board member)
relationship for Board membership.
Courtney McGee
(), Clarke Schools for Hearing & Speech, cmcgee@clarkeschools.org;
Courtney McGee M.S., CCC-SLP is an ASHA certified speech-language pathologist at Clarke Schools for Hearing and Speech/Pennsylvania. Since 2014, she has worked in a variety of educational settings with students ranging in age from 3-21. Her clinical interests include literacy development and social and emotional development within the preschool population. Currently, Courtney is pursuing the Listening and Spoken Language Specialist Certification.
ASHA DISCLOSURE:
Financial -
Nonfinancial -