Self-Regulation and Academic Learning in Preschoolers With Autism Spectrum Disorder

• In Event: AERA Roundtable Session 3
  In Roundtable Session: Focus on Behavior in Special and Inclusive Education

Abstract

Delay in self-regulation development represents an area of the major challenge for children with autism spectrum disorder (ASD), who are often reported academic difficulties and underachievement compared to their typically developing peers. It has been well-documented that typically developing children with greater self-regulation had better academic achievement. However, few studies have examined this topic with individuals with ASD. Moreover, most of the previous work solely relied on standardized assessments to reflect children’s temporary learning outcomes rather than their dynamic learning process. Little is known about how children’s self-regulation is related to how they learn. Therefore, this study examined how self-regulation was linked to the academic learning process in children with ASD and investigate the mechanisms underlying this association.

Authors

• Yanru Chen, Teachers College, Columbia University

• Laudan Jahromi