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

• Published in: Research in developmental disabilities Vol. 114; p. 103986
• Main Authors: Wan Yunus, Farahiyah, Bissett, Michelle, Penkala, Stefania, Kadar, Masne, Liu, Karen P.Y.
• Format: Journal Article
• Language: English
• Published: United States Elsevier Ltd 01.07.2021
• Subjects: Active learning; Activity-based; Behavior; Cognitive approach; School function; Self-regulated learning; School function; Self-regulated learning; Cognitive approach; Behavior; Active learning; Activity-based
• ISSN: 0891-4222; 1873-3379
• DOI: 10.1016/j.ridd.2021.103986

•Self-regulated learning requires individuals to self-reflect on their own performances in daily tasks.•Improving self-awareness leads to success in task performance.•Self-regulated learning is effective in reducing challenging behaviors.•Self-regulated learning enhances school-related function.•Self-regulated learning is recommended for children with autism spectrum disorders. 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. 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. 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. 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. The Self-Regulated Learning intervention was more effective compared to the Activity-Based intervention with particular benefits for on-going learning and improvements.