SELF-REGULATION IN CHILDREN WITH INTELLECTUAL DISABILITY

Haris MEMISEVIC

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 self-regulation 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 com

pared 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.

Keywords


self-regulation; executive function; mild intellectual disability

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DOI: http://dx.doi.org/10.1515/JSER-2015-0012

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