Abstract
Building social-emotional (SEL) skills is vital to obtaining success in the school environment. SEL skills aid students in building and maintaining friendships and understanding how to self-regulate and problem solve when difficult situations arise. Assistive technology can be used as a tool to help students with various needs develop competence in this area (Mitchem et al., 2007). Assistive Technology, referred to as AT, can be defined as any item or piece of equipment used to enhance, improve, or maintain functional status of individuals with disabilities (ATIA, 2022). In contrast to recently published literature, this capstone project focused on implementing classroom-based AT supports to facilitate SEL skills within two pre-K classrooms.
Research Question:
How does AT impact SEL learning of pre-K students from a teacher perspective related to their current curriculum?
Objectives:
Determine the need for AT in each classroom, instruct teachers in the use of AT for each classroom, and determine the impact of AT on SEL skill development.
Purpose:
To determine the overall impact of classroom-based AT on SEL skill development of pre-K students related to their current curriculum from a teacher perspective
Graduation Date
2022
Document Type
Poster
Recommended Citation
Cucinotta, Lia R. OTS; Rose, Tania OTD, OTR/L; and Dooley, Nancy PhD, OTR/L, CDP, "The Impact of Assistive Technology on Social-Emotional Learning from a Teacher Perspective" (2022). Occupational Therapy Doctorate Capstones. 7.
https://scholarsarchive.jwu.edu/otd_capstone/7
