School-based social work intervention: The self-regulation skills of an elementary student

The purpose of this study was to evaluate the effectiveness of individual school-based social work services and teacher collaboration on a student who displayed poor self-regulation skills in the classroom setting. The participant was a first grade student attending Hayestown Elementary School in Danbury, Connecticut who had been exhibiting poor self-regulation skills. The sample size was one (N=1) student. The results were based on data from the Swanson, Nolan and Pelham (SNAP-IV) Scale which was completed one week prior to the start of the social work intervention and at the conclusion of the social work intervention. The results indicated that social work intervention had little effect on the student's self-regulatory behavior as measured by the SNAP-IV Scale. The information gathered added to the knowledge regarding social wor,l'and teacher collaboration in addressing distracting classroom behavior.