Social-Emotional Learning for Children With Learning Disabilities: A Systematic Review
Educational Psychology in Practice
Hagarty, I., & Morgan, G. (2020).
Educational Psychology in Practice, 36(2), 208-222.
<div>This systematic review investigates the impact interventions designed to promote social-emotional skills for children, aged 4 to 19, with learning disabilities. </div>
Not stated
2007 to 2018
<div>Empirical studies with experimental or quasi-experimental designs</div>
12
<div>Overall, this review located emerging evidence to support the feasibility of combined social-emotional learning programs for children with learning disabilities. However, there was not enough evidence to determine which types of interventions worked for which types of children. Specific findings included:</div>
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<ul>
<li>Programs based on behavioral psychology and social learning learning appeared to have the greatest effects, however, these results were based on single-case experimental designs. These programs appeared to improve social skills in children aged 8 to 16. </li>
<li>Studies investigating play-based programs were more robustly designed and provided more high-quality evidence of effectiveness. These appeared to improve social skills in children aged 6 to 13.</li>
</ul>
<div>No studies reported treatment effects for emotional skills. Limitations include the potential inclusion of individuals with co-occurring diagnoses that impact social-emotional skills, heterogeneity between studies, small sample sizes, and reduced study quality. </div>
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