Document Type
Dissertation
Publication Date
4-23-2025
Abstract
Date: 04/23/2025
Student Name: Lauryn Gaston
Capstone Project Title: The Development of a Social-Emotional Learning Toolkit on Emotional Intelligence in Children with Autism Spectrum Disorder
Capstone Faculty Advisor: Thierry Lienou, OTD, OTR/L, CAPS, ATP
Abstract:
Purpose: This project aims to develop and evaluate a Social and Emotional Learning (SEL) toolkit designed to enhance emotional intelligence in children with Autism Spectrum Disorder (ASD), supporting their emotional and social development.
Background and Significance: Since the 1960s, SEL has gained recognition for promoting academic and personal growth. Children with ASD often struggle with emotional recognition, regulation, and social reciprocity—core components of SEL. Addressing these challenges through targeted interventions is critical for supporting their mental health, learning, and peer relationships.
Statement of the Problem: Children with ASD face persistent difficulties in processing and expressing emotions, impacting their ability to engage socially and succeed academically. Current SEL approaches may not fully meet their unique needs, underscoring the need for a tailored intervention.
Research Design: The project uses a design grounded in Universal Design for Learning (UDL) and the Montgomery County Public Schools (MCPS) Equitable Teaching and Learning Framework. It incorporates CASEL’s core SEL competencies to guide implementation within MCPS elementary classrooms.
Methods: Development of the SEL toolkit is informed by a needs assessment, secondary data analysis and expert review. The toolkit includes evidence-based strategies for enhancing self-awareness, social awareness, self-management, and relationship skills.
Results: Initial results include the presentation of the toolkit to MCPS educators, therapists, and administrators. Stakeholders will evaluate its relevance, accessibility, and effectiveness in meeting the emotional and educational needs of students with ASD.
Discussion: Feedback from stakeholders will shape refinements to the toolkit, ensuring it aligns with classroom demands and ASD-specific challenges. The focus remains on creating an adaptable, inclusive tool that supports diverse learners.
Conclusion: The SEL toolkit holds promise for enhancing emotional intelligence in children with ASD, equipping them with foundational skills for lifelong social and academic success.
Recommended Citation
Gaston, Lauryn and Lienou, Thierry, "The Development of a Social-Emotional Learning Toolkit on Emotional Intelligence in Children with Autism Spectrum Disorde" (2025). Howard University, Department of Occupational Therapy Capstone and Faculty Research. 13.
https://dh.howard.edu/huotresearch/13
