| Course Number: | EDX 5710 S59 |
| Instructor: | Julie Erdelyi, M.A. |
| Location: | Online synchronously and asynchronously |
| Dates and Times: | May 18- August 7, 2026. Synchronous virtual class kickoff: May 18 from 3-4 PM EST, Synchronous virtual classes: June 22, 23, 24, 25, 29, 30, July 1,2 9 AM-12PM EST, Asynchronous work between synchronous sessions, Asynchronous final course date: August 7, 2026. |
| Credits: | 3 Graduate Credits |
| Tuition: | Set by and payable to educational partner The Stern Center for Language & Learning |
In the past, social cognitive challenges were commonly thought of as being limited to people with autism spectrum disorder or intellectual disabilities. That is no longer the case. A closer look at influences on social cognitive development opens up several possible reasons: the impact of increased screen technology usage (Lissak, 2018), a rise in the prevalence of autism (Baio et al., 2018), steeply rising opiate addiction rates (Ghertner & Groves 2018), and the significant impact of poverty, hunger, and homelessness on the well-being of children (Johnson, Riis, & Noble, 2016).
Research supports the link between social learning skills and academic success. Durlak et al. (2011) showed that achievement test scores for participants in social emotional learning programs were 11 percent higher than for other students, yet teachers and staff are often underprepared and untrained to provide explicit instruction in social learning.
The course is arranged thematically:
Audience: Classroom Teachers, Curriculum Director, Paraprofessionals, School Administrator, Special Educator with a Bachelor's Degree
Course Goals:
Participants will develop working understandings of:
Course Objectives:
The primary objective is to help teachers and leaders develop a trauma- and autism-informed practice for teaching social-emotional learning in schools. Participants will integrate emerging findings from psychology and brain research showing the impacts of autism and trauma on learning and behavior.
Required Readings/Resources: (Costs for required readings/resources, if any, may not be not included in the course cost.)
Historically significant resources, articles, and readings that have been published before 2021 are included on this syllabus because of their contribution to the field.
Erdelyi, J. (2020), Activities, Games, and Lessons in Social Learning A Practical Guide; Thousand Oaks, CA Corwin Publishing
Keels, M. (2023). Trauma responsive educational practices: Helping students cope and learn. ASCD.
Sporleder, J., & Forbes, H. T. (2016). The trauma-informed school. Boulder, CO: Beyond Consequences Institute.
Micere Keels; Developmental & Ecological Perspective on the Intergenerational Transmission of Trauma & Violence. Daedalus 2022; 151 (1): 67–83. doi: https://doi.org/10.1162/daed_a_01889
Dass-Brailsford, P. (2026). A practical approach to trauma: Empowering interventions. Oxford University Press.
Rosenek, N., Wake, S., Runton, R., Davies, A., Albaroudi, N., Pollen, A., ... & Morriss, J. (2026). The relationship between childhood trauma and adult neuroticism: A systematic review and meta-analysis. Clinical Psychology Review, 102700.
Yi, J. J. (2026). Trauma-informed care: A guide for speech-language pathologists in the schools. Language, Speech, and Hearing Services in Schools, 57(1), 24-39.
Participants taking the course for graduate credit must complete additional readings and assignments, which will be provided digitally before the course. These will include:
(802) 276-8833
This course requires registration with the Stern Center for Language and Learning first. Please click on the Register Now! button below.