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

Farahiyah Wan Yunus; Michelle Bissett; Stefania Penkala; Masne Kadar; Karen P Y Liu

doi:10.1016/j.ridd.2021.103986

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

Res Dev Disabil. 2021 Jul:114:103986. doi: 10.1016/j.ridd.2021.103986. Epub 2021 May 6.

Authors

Farahiyah Wan Yunus¹, Michelle Bissett², Stefania Penkala³, Masne Kadar⁴, Karen P Y Liu⁵

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.

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.

Keywords: Active learning; Activity-based; Behavior; Cognitive approach; School function; Self-regulated learning.

Publication types

Randomized Controlled Trial

MeSH terms

Autism Spectrum Disorder*
Child
Cognitive Behavioral Therapy*
Humans
Schools