Self-regulation strategies for students with autism spectrum disorder

Abstract

Historically the ability to self-regulate behavior has been prized (Harris et al. in Learning about learning disabilities, San Diego, Elsevier, 2004). In today's schools this ability may be a critical determinant of success in the classroom because it affects both behavioral and academic performance (Harris et al. in J Spec Educ, 39, 145-156, 2005). The ability to self-regulate is even more relevant for students with disabilities in inclusive classrooms. Self-regulation is a critical determinant of one's ability to function effectively. In this chapter, we discuss the issue of self-regulation in children with autism spectrum disorders (ASD). Note that because self-regulation has been the focus of many researchers across a number of domains there are numerous definitions of self-regulation (Harris et al. in Learning about learning disabilities, San Diego, Elsevier, 2004). In this chapter we define self-regulation as a process whereby students activate and sustain cognitions, behaviors, and affects, which are systematically oriented toward attainment of their goals. (Schunk and Zimmerman in Self-regulation of learning and performance: issues and educational applications, Hillsdale, Erlbaum, p. 309, 1994). We first preview the problem for children with ASD and their needs for receiving interventions to enable them to self-regulate their behavior. We then introduce five types of self-regulation interventions (self-monitoring, self-evaluation, goal setting, self-instruction, and self-reinforcement). Next, we provide examples of research with students with ASD in the areas of social and communication skills and for academic learning skills. Finally, we will discuss the limitations of these studies and implications for teachers and practitioners working with students with ASD.