SELF-REGULATION IN CHILDREN WITH INTELLECTUAL DISABILITY

Abstract

Background:Self-regulation is an important executive function responsible for the control of emotions, behaviors and inner processes. It is related to the academic success of the children as well as to their cognitive and social development. Children with intellectual disability are reported to have significant deficits in self-regulation skills.
Objective:The goal of this study was to examine self-regulation skills in children with mild intellectual disability. The additional goals were to examine selfregulation in relation to the child’s gender and to examine the relationship between age and self-regulation.
Method:The sample for this study comprised 42 children with mild intellectual disability, aged 7 to 15. There were 22 boys and 20 girls. Self-regulation was assessed with the Behavior Rating Inventory of Executive Function (BRIEF).
Results:The results indicated that 10 children or 23.8% had clinically significant deficit in self-regulation skills. Self-regulation skills in this sample were significantly lower as compared to the normative sample. Boys had better self-regulation skills than the girls in this sample. Self-regulation skills were improving with age for this sample of participants.
Conclusion: Given the fact that these skills can be improved, it is suggested that educational institutions should give more attention to the development of executive functions at school age. Educational institutions should consider incorporating the training of executive functions into their curriculums.