Self-regulated learning versus activity-based intervention to reduce challenging behaviors and enhance school-related function for children with autism spectrum disorders: A randomized controlled trial

Wan Yunus F 1 , Bissett M 2 , Penkala S 3 , Kadar M 4 , Liu KPY 5

Affiliations 

  • 1 Western Sydney University, School of Health Sciences, Locked Bag 1797, Penrith, NSW 2751, Australia. Electronic address: farahiyahwanyunus@ukm.edu.my
  • 2 Griffith University, School of Allied Health Sciences, Gold Coast, QLD 4222, Australia. Electronic address: m.bissett@griffith.edu.au
  • 3 Western Sydney University, School of Health Sciences, Locked Bag 1797, Penrith, NSW 2751, Australia. Electronic address: s.penkala@westernsydney.edu.au
  • 4 Universiti Kebangsaan Malaysia, Centre for Rehabilitation and Special Needs Studies, Occupational Therapy Programme, Faculty of Health Sciences, Jalan Raja Muda Abdul Aziz, 50300, Kuala Lumpur, Malaysia. Electronic address: masne_kadar@ukm.edu.my
  • 5 Western Sydney University, School of Health Sciences, Locked Bag 1797, Penrith, NSW 2751, Australia; Western Sydney University, Translational Health Research Institute, Locked Bag 1797, Penrith, NSW 2751, Australia. Electronic address: karen.liu@westernsydney.edu.au
Res Dev Disabil, 2021 Jul;114:103986.
PMID: 33965876 DOI: 10.1016/j.ridd.2021.103986

Abstract

BACKGROUND: Self-regulated learning is an active learning cognitive approach which helps individuals to be aware of their own ability and environment and control their own learning.

AIM: This study examined the therapeutic effects of self-regulated learning on reducing challenging behaviors and enhancing school-related function in children with autism spectrum disorders.

METHODS: Forty children (aged 6-12) were randomized into a 12-week Self-Regulated Learning or Activity-Based intervention control group. Three outcome measures, assessing the behavior and school-related function of the children in both groups, were administered before and after the intervention and at one-month follow-up. The results between the two groups were also compared.

RESULTS: The Self-Regulated Learning group showed significantly better results in reducing concerning behaviors and enhancing the school-related function than the activity-based group post-intervention and at one-month follow-up.

CONCLUSIONS: The Self-Regulated Learning intervention was more effective compared to the Activity-Based intervention with particular benefits for on-going learning and improvements.

* Title and MeSH Headings from MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine.

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