Assessing social problem solving and frustration tolerance in early elementary students
Wang, Catherine G.
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Due to the current national discourse on the social and emotional well-being of our youth, the examination of student progress and development in the area of social and emotional skills is a critical area of study. To date, limited research on social and emotional skill development in schools has been conducted. In addition, there is little documented research on the direct assessment of student skills in the specific social and emotional learning competencies. With the emergence of a new assessment tool from Rush NeuroBehavioral Center (RNBC), schools are now able to gather performance based student assessment data in key areas of social emotional skill development. The current study analyzed assessment data collected via direct student assessment in the early elementary years using the new web-based tool developed by RNBC (SELweb TM).A key component of the study involved two rounds of data collection over the course of one school year utilized to investigate student development in two key areas of social and emotional skill: social problem solving and frustration tolerance. The deidentified data were collected from approximately 250 students in two grade-centered elementary schools in one Illinois public school district. The purpose of this quasiexperimental quantitative study was to investigate the changes in social and emotional skill development for boys and girls across one academic year. The research conducted in the current study produced only one statistically significant result. However, the potential for future school-based use of this new assessment tool, SELwebTM, is encouraging.