KidConnect and Social Emotional Learning
Research-based Program Developed by an Educational Psychologist and a Special Educator
Research and Classroom Driven
The KidConnect Classroom app and the Ready2Learn curriculum are grounded in the techniques of Cognitive Behavioral Theory (CBT). CBT techniques are evidence-based methods frequently used to change thoughts, feelings, and behaviors.
Specifically, techniques like cognitive restructuring and reappraisal have been shown to be highly effective at helping change negative thinking patterns which impact mood and behavior. Studies show that the use of CBT can lead to improved outcomes and a reduction in negative behaviors and an improvement in anxiety and other social difficulties and deficits. The activities specifically used in the curriculum and the App are based on cognitive restructuring techniques. These techniques help in the formation of healthier and more adaptable and flexible ways of thinking and behaving.
Gueldner, B., & Feuerborn, L. (2015). Integrating Mindfulness-based Practices into Social and Emotional Learning: a Case Application. Mindfulness, 7(1), 164-175.
Heath, M., Smith, K., & Young, E. (2017). Using Children’s Literature to Strengthen Social and Emotional Learning. School Psychology International, 38(5), 541-561.
Månsson, K. N., Salami, A., Frick, A., Carlbring, P., Andersson, G., Furmark, T., & Boraxbekk, C. J. (2016). Neuroplasticity in response to cognitive behavior therapy for social anxiety disorder. Translational psychiatry, 6(2), e727. doi:10.1038/tp.2015.218
Social and Emotional Learning programs have shown to be effective in increasing academic outcomes in children and supporting students' overall emotional well-being.
Specifically, however, studies show many disabilities and social issues found in students have their underlying deficits in emotion regulation. Therefore, directly targeting the development of emotional regulation in students using practical and targeted techniques grounded in CBT is not only useful in social and emotional learning programs but are necessary for real behavior change and the development of student skills that can not only be learned but generalized across settings and situations.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432.
Gross, J., & Jazaieri, H. (2014). Emotion, Emotion Regulation, and Psychopathology. Clinical Psychological Science, 2(4), 387-401.
Kemp, K., Thamotharan, S., Poindexter, B., Barker, D., Tolou-Shams, M., & Houck, C. (2017). Emotion Regulation as a Predictor of Juvenile Arrest. Criminal Justice and Behavior, 44(7), 912-926.
Özbaran, B., Kalyoncu, T., & Köse, S. (2018). Theory of mind and emotion regulation difficulties in children with ADHD. Psychiatry Research, 270, 117-122.
Samson, A., Hardan, A., Podell, R., Phillips, J., & Gross, J. (2015). Emotion Regulation in Children and Adolescents With Autism Spectrum Disorder. Autism Research, 8(1), 9-18.
Westby, C. (2014). Developing Emotional Regulation. Word of Mouth, 25(4), 11-13.
*Additional research can be provided upon request.
KidConnect Results Evidence
School Years 2016 - 2020
Primary research indicating and supporting the effectiveness of the KidConnect App and program has been conducted through anecdotal reports and direct observation/data collection.
An increase in student’s time spent on learning
A decrease in negative and antisocial behaviors
An increase in positive behaviors through beginning use of strategies to manage emotions
School Year 2020 - 2021
Currently, we are conducting a full-scale independent research study to further validate the KidConnect program and curriculum.
We continue to look for a few additional and specific schools for implementation. Contact our outreach director to participate.