Journal article
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
Research in Developmental Disabilities, Vol.114, pp.1-11
07/2021
PMID: 33965876
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Source: InCites
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 postintervention 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.
Details
- Title
- 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
- Creators
- Farahiyah Wan Yunus - Western Sydney UniversityMichelle Bissett - Griffith UniversityStefania Penkala - Western Sydney UniversityMasne Kadar - Universiti Kebangsaan MalaysiaKaren P. Y. Liu - Western Sydney University
- Publication Details
- Research in Developmental Disabilities, Vol.114, pp.1-11
- Publisher
- Elsevier Ltd
- Number of pages
- 11
- Identifiers
- 991013053401002368
- Copyright
- © 2021 Elsevier Ltd. All rights reserved.
- Academic Unit
- Faculty of Health
- Language
- English
- Resource Type
- Journal article