The Effectiveness of the Unstuck & On Target Curriculum on Students Diagnosed with Autism Spectrum Disorder

Date of Award

Winter 12-14-2023

Document Type

Project Abstract (696 or 796 registration)

Degree Name

Master of Science in School Psychology


Graduate Studies

Committee Chair

Amber Visina


ASD, Executive Functioning, ADHD, Social Emotional Learning


This project explored the effects of the Unstuck & On Target Curriculum on a 6th-grade student with Autism Spectrum Disorder. The student was selected for this curriculum because of Panorama Data survey data showing weaknesses in Social-Emotional Skills and was also referred by his case manager due to concerns with executive functioning skills. Executive functioning skills are a deficit that most children with Autism Spectrum Disorder experience. Executive functioning deficits can hinder learning, and impact the school environment, peer relationships, and adaptability (Anthony et al., 2020). The student received Unstuck & On Target intervention twice weekly for 30-40 minutes. The student's progress was monitored weekly using a Panorama survey that focused on Social Emotional and Executive Functioning skills. The current study showed some positive effects and growth in areas of social emotional and executive functioning skills, and qualitatively the case manager saw a difference in executive functioning skills within the classroom. She saw an increase in flexibility, adaptability in transitions, ability to self-regulate and pinpoint emotion, and organization. Therefore, this study supports the use of Unstuck & On Target as an effective intervention for middle school children with Autism spectrum disorder.

Abstract only: No full text available.