Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Strengthening Social and Emotional Intelligences Through Writing

  • Jeanne Hager Burth, Ed.D. (Author) University of Pittsburgh at Greensburg image/svg+xml
    Jeanne Hager Burth, Ed.D., is a dedicated educator and child advocate who has been working in the field of education for 35 years. Currently holding the positions of Assistant Professor and Director of Field Placement and Teacher Certification at University of Pittsburgh at Greensburg, she has also served in the roles of Principal, Professor of Educational Studies, Professor of Literacy Studies, Teacher in grades 1, 2, and 3, Learning Support, and Gifted Education. She also served as the Western PA Director for the PA Multi-region STEM Math and Science Partnership Grant for six years.
  • Michelle McConnell, B.S. (Author) California University of Pennsylvania image/svg+xml
    Michele McConnell, B.S., is a graduate of the University of Pittsburgh at Greensburg in the field of Early Childhood Education. She is currently enrolled in a Master’s Degree program at California University of Pennsylvania.
DOI
https://doi.org/10.64546/jaasep.344
Abstract
Using writing to allow children with Autism Spectrum Disorder (ASD) to express how they are feeling or to stimulate thinking about a social situation will allow the students the opportunity to strengthen social and emotional intelligences. By giving prompts about different social and emotional situations or ideas to children, the teacher allows the children to think about social circumstances and get used to new ways of thinking. Prompts may be associated with scenarios and followed by questions, such as "How would this make me feel?" or "How do you think the other person feels? How do you know?" By responding to the prompts, the students should be thinking more about their own emotions and about how the other person feels, along with what may have changed the situation. By using writing as a response to the prompts, students who have difficulty communicating will have the opportunity to be thoughtful about their responses before actually acting or reacting in a real situation.
Keywords
Action Research, Autism, Emotional Development, Emotional Intelligence, Pervasive Developmental Disorders, Pretests Posttests
References

Bradberry, T. & Greaves, J. (2005). The emotional intelligence quick book. New York: Simon & Schuster.

CASEL: Collaborative for Academic, Social, and Emotional Learning. Retrieved from http://www.casel.org/social-and-emotional-learning/promotion

Goleman, D. (2006). Emotional intelligence. New York, NY: Bantam Books.

Goleman, D., & Boyatzis, R. (2008). Social Intelligence and the Biology of Leadership. Harvard Business Review, 86(9), 74-81.

Green, R. (2011). What is emotional intelligence? Kelmscott, Western Australia: The Emotional Intelligence Institute. Retrieved from http://www.theeiinstitute

Herbert, M. & Weintraub, K. (2012). The autism revolution. New York: Ballantine Books.

Illinois Learning Standards (2015). Illinois State Board of Education. Retrieved from http://www.isbe.net/ils/social_emotional/standards.htm

Kamps, D., Thiemann-Bourque, K., Heitzman-Powell, L., Schwartz, I., Rosenberg, N., Mason, R., & Cox, S. (2015). A comprehensive peer network intervention to improve social communication of children with autism spectrum disorders: A randomized trial in kindergarten and first grade. Journal of Autism and Developmental Disorders. 45(6), 1809-1824. DOI: https://doi.org/10.1007/s10803-014-2340-2

National Institute of Mental Health (2015). Autism spectrum disorder. Retrieved from http://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-asd/index.shtml

Shaul, J. (2014). The conversation train A visual approach to conversation for children on the autism spectrum. Philadelphia: Jessica Kingley Publishers.

There are 10 references in total.
How to Cite
Burth, J. H., & McConnell, M. (2017). Strengthening Social and Emotional Intelligences Through Writing. Journal of the American Academy of Special Education Professionals, 12(3), 22-30. https://doi.org/10.64546/jaasep.344

Fall 2017

Article Information

  • Article Type Articles
  • Submitted September 8, 2017
  • Published October 15, 2017
  • Issue Fall 2017
  • Section Articles
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