Date of Graduation

Spring 2026

Degree

Master of Science in Behavior Analysis & Therapy

Department

Mental Health & Behavioral Science

Committee Chair

Michael Clayton

Abstract

Social-Emotional Learning (SEL) is the process through which people acquire and apply skills to manage emotions, form relationships, make responsible decisions, and pursue personal and shared goals, and these competencies shape identity development and daily functioning (Collaborative for Academic, Social, and Emotional Learning [CASEL], 2020). While there are many SEL programs and curricula that exist for school-aged children, there are few curricula that a) have a focus on 1:1 instruction for preschool to primary-aged children, and b) integrate and incorporate Applied Behavior Analysis (ABA) principles. This thesis reviewed a retrospective case study of a six-year-old female-identifying student who participated in the Flexibunnies curriculum (Bouchillon, 2024b), a behavior-analytic SEL program. This case study incorporated additional ABA principles and practices, sequential learning, and individualized content to examine the extent to which one-to-one, ABA-supported instruction was associated with social-emotional skill acquisition.

Keywords

social emotional learning, SEL, autism, ASD, attention deficit hyperactive disorder, ADHD, applied behavior analysis, ABA, case study

Copyright

© Cierra Vandermeer

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