ERIC Number: EJ1451092
Record Type: Journal
Publication Date: 2024
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2515-0731
EISSN: EISSN-2515-074X
Supporting Co-Regulation and Development of Self-Regulation Skills in Students with Intellectual Disabilities: A Scoping Review
Australasian Journal of Special and Inclusive Education, v48 n2 p90-106 2024
Young people with intellectual disability (ID) frequently have challenges with self-regulation that impact their success and participation in daily life. As they often require additional support with self-regulation, it is important to consider regulatory function and skill development within the context of co-regulatory interactions with caregivers. This scoping review aimed to identify factors associated with improved self-regulation and co-regulation in young people with ID. The review was conducted using Arksey and O'Malley's (2005) framework, with 142 full-text records reviewed and critically appraised. The diverse factors that affect regulatory function in young people with ID fit within the five categories identified in the model of factors contributing to self-regulation enactment -- biology, skills, motivation, caregiver support, and environmental context -- highlighting the relevance of this model to regulatory function for this population. This review's findings allow this model to be refined further for young people with ID, identifying the unique factors contributing to self-regulation enactment for this population and intervention characteristics that may support regulatory function for these individuals.
Descriptors: Self Management, Students with Disabilities, Intellectual Disability, Cooperation, Children, Skill Development, Motivation, Caregiver Attitudes, Environmental Influences, Intervention, Executive Function
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Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A