Evaluating the Impact of the Unstuck & On Target! Curriculum on A Student Diagnosed with Attention-Deficit/Hyperactivity Disorder
Date of Award
Spring 5-16-2025
Document Type
Project Abstract (696 or 796 registration)
Degree Name
Master of Science in School Psychology
Department
Graduate Studies
Committee Chair
Joshua D. Johnson
Keywords
ADHD, Unstuck and On Target, UOT
Abstract
This single-case study investigated the impact of the Unstuck & On Target! Curriculum for a sixth-grade student diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD). The student was identified for this curriculum based on their medical diagnosis of ADHD, eligibility for accommodations under a Section 504 educational plan, history of previous social-emotional interventions, and weaknesses in areas of executive function such as organization, self-control, and flexibility. The student received 8 weeks of Unstuck & On Target! lessons in a group setting once a week for 30-40 minutes. The student's progress was monitored weekly using a direct behavior rating (DBR) scale, rating the student’s ability to demonstrate self-control. Additional progress monitoring measures included a self-reported pre/post-assessment regarding skills the curriculum focuses on and a self-report intervention fidelity assessment. The current project showed uncertain effects on the students’ executive functioning skills. Further research is needed to determine the curriculum’s effectiveness and generalizability to larger populations of students with ADHD.
Recommended Citation
Peterson, Cassandra, "Evaluating the Impact of the Unstuck & On Target! Curriculum on A Student Diagnosed with Attention-Deficit/Hyperactivity Disorder" (2025). Dissertations, Theses, and Projects. 1051.
https://red.mnstate.edu/thesis/1051
