Encouraging Self-Regulation Skills in First Graders Using the AIM Explorers Curriculum
Date of Award
Fall 12-17-2025
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
AIM Explorers, ADHD, SEL, Executive Functioning, Self-Regulation
Abstract
Young children with ADHD often struggle with emotional regulation, attention, and classroom engagement, which can disrupt learning. Social-emotional learning (SEL) interventions grounded in evidence-based practices, such as Acceptance and Commitment Therapy (ACT) and Applied Behavior Analysis (ABA), may support the development of self-regulation and cognitive flexibility. This study evaluated Accept-Identify-Move (AIM) Explorers, a SEL intervention, for its effectiveness in reducing disruptive behaviors in a first-grade student diagnosed with ADHD. The intervention was implemented in a public elementary school setting, and data on targeted behaviors were collected and analyzed using visual inspection and percent of non-overlapping data (PND). Results indicated minimal or inconsistent change in both target behaviors, despite the student demonstrating understanding of intervention concepts and strategies. Variability in the data, flat or slightly decreasing trends, and limited non-overlapping data points suggest that AIM Explorers did not produce meaningful behavioral improvements in this case. Limitations and implications for practice are discussed.
Recommended Citation
Otte, Hailey K., "Encouraging Self-Regulation Skills in First Graders Using the AIM Explorers Curriculum" (2025). Dissertations, Theses, and Projects. 1082.
https://red.mnstate.edu/thesis/1082