Enhancing Classroom Teaching for Students with Speech and Language Exceptionalities: A Social-Emotional Program
Why this work is in the frame
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Bibliographic record
Abstract
Studies have shown that children with speech and language exceptionalities often have or are at risk of developing poor social and emotional skills Past research has examined the impact of social communication programs on children with disabilities [4], [5], [6], [7] or focused on cognitive and behavioral skills rather than emotional learning [8]. The current study addressed this gap in the literature by evaluating the effectiveness of a school program in teaching social and emotional learning to children from the ages of four to seven with communication diagnoses. The program was taught over three months and was adapted from Cartledge and Kleefeld's [9] social skills program. Five teachers completed the Taxonomy of Problematic Social Situations for Children [10] or the Preschool Taxonomy of Problem Situations [11], and the Emotion Regulation Checklist [12]. Social and emotional competencies were assessed at two time points. The findings showed that the program was effective at improving Emotion Regulation subscale scores in first grade students. Successful programs contribute to improved performance in social and academic contexts for children with speech and language exceptionalities [2], [3].
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.002 | 0.002 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it