Objective: This investigation examined the effectiveness of Social Thinking and The Self-Concept Framework Methodologies on an accurate sense of self in neurodiverse adolescents. Participants were adolescents between the ages of 13;0-19;0 with social learning differences. Method: This investigation employed a single-subject, A-B experimental design. Three participants completed this virtual, synchronous investigation. Participants completed lessons created by the PI that used treatment frameworks, social metacognitive strategies, activities, and tools to enhance observation of the social world and understanding and valuing dimensions of self. Participants engaged in two sessions of 60 minutes per week for 5-7 sessions. The dependent variable- accurate sense was measured after each session using a 7-point clinicians scoring rubric assessing the participants’ response to two probe questions elicited by a 7- point Likert scale completed by the participant. Results: All three participants demonstrated increased ability to describe accurate sense of self from intervention phase to baseline scores. The behavior change indicates a functional relationship between the DV and IV and a compelling demonstration of effect. Conclusion: An intervention combining the Social Thinking methodology with The Self-Concept Framework methodologies increased neurodiverse adolescents accurate sense of self. These findings show this intervention may be an effective tool to provide neurodiverse individuals with strategies to navigate the social world.
