Semester of Graduation

May 2025

Degree

Master of Education (MEd)

Department

College of Human Sciences & Education

Document Type

Thesis

Abstract

ABSTRACT

BACKGROUND: Students need to be able to self-regulate their behavior within the classroom, thus not interrupting instruction and keeping the classroom running smoothly. Self-regulation is a critical skill children need to succeed in multiple aspects of life. Poor self-regulation skills can lead to challenges academically as well as socially. Contrary to self-regulation is impulsivity, which surrounds not thinking before doing. Impulsivity is a common factor seen within the preschool setting, which surrounds multiple behavior variations deemed unsuitable for classroom learning. Previous research indicates that social stories can be implemented within the classroom to decrease inappropriate behaviors in preschoolers with autism (Khantreejitranon, 2018). OBJECTIVE: Social stories are utilized to model appropriate behaviors and expectations. This current study aimed to reflect the approaches taken in the previous research study and encompass the goal of teaching preschoolers in a general education classroom to self-regulate their behavior through social stories and decrease impulsivity. METHODS: Using a multi-baseline design that involved preschool-aged learners, this study sought to determine the impact of social stories on increasing self-regulation skills. The study consisted of interval recording in 15-second intervals, a data collection method where the observer records the participant's behavior at regular 15-second intervals for a total of 15-minute observation sessions. The data points collected through observations measured the relationship between the intervention and the target behavior. RESULTS: The study showed increased self-regulation skills across all participants when implementing the social story intervention. CONCLUSIONS: These findings underscore the impact of social stories on decreasing impulsivity and increasing self-regulation across preschoolers, thus encouraging positive behaviors for young learners within the classroom.

Date

3-25-2025

Committee Chair

Dicarlo, Cynthia

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