A Pilot Test of GoalSetGo: A Self-Directed Behavioral Self-Regulation Intervention for High School Students

Abstract

Researchers and practitioners have long utilized self-regulation interventions to address behavioral needs for students with and at-risk for disabilities; however, these interventions are often adult rather than student-directed. As such, students may lose opportunities to develop critical self-awareness and decision-making skills associated with improved self-regulation and behavior. In this U.S. study, we executed a nonconcurrent multiple-baseline across participants design with three high school students with autism spectrum disorder to test GoalSetGo, a new self-regulation intervention designed to promote student agency and decision-making in the intervention design process. Findings indicate that practitioners were able to implement GoalSetGo with their students with a high degree of fidelity, and two of the three students demonstrated immediate and yet short-term improvements in academic engagement. Social validity ratings provided by both students and practitioners indicated strong usability, feasibility, and acceptability. Implications for research and practice, limitations, and future directions are also discussed.