Date of Award
Fall 12-3-2025
Document Type
Project Abstract (696 or 796 registration)
Degree Name
Master of Science in School Psychology
Department
Graduate Studies
Committee Chair
Mary Dosch
Keywords
Social Thinking and Me, Social Emotional Learning, Emotional Regulation, Self-Awareness
Abstract
This project explored the effects of the Social Thinking and Me intervention curriculum with an eighth-grade male student diagnosed with autism spectrum disorder, attention deficit hyperactivity disorder, oppositional defiant disorder, obsessive-compulsive disorder, and anger aggression. The student engaged in disruptive behaviors such as stomping, growling, and refusal, which interfered with student learning. The student was taught using the Social Thinking and Me curriculum, which targets self-regulation, self-awareness, social problem-solving, and empathetic communication. The intervention was delivered in one-on-one sessions for nine weeks, supplemented by classroom support. The student’s goal was to increase his use of social thinking strategies when frustrated. Weekly progress was monitored using teacher and student-reported Direct Behavior Ratings. The DBR data were variable, and the students’ goals were not met. However, progress was made toward the goals, and qualitative teacher reports indicated a reduction in the frequency, intensity, and duration of disruptive behaviors, with faster regulation times.
Recommended Citation
Vetter, Grace, "Social Thinking and Me: Effectiveness for a Middle School Student" (2025). Dissertations, Theses, and Projects. 1075.
https://red.mnstate.edu/thesis/1075