Measurement of Self-regulation in Preschool and Elementary Children: A Scoping Review

Abstract

Aims

This scoping review sought to identify and characterize measurement of self-regulation in preschool and elementary aged children.

Methods

The Preferred Reporting Items for Systematic Reviews and Meta-Analyses-Scoping Review (ScR) guidelines were applied. Databases from the fields of allied health, education, medicine, and social sciences were searched including: CINAHL, Education Database (ProQuest), Education Research Complete, EMBASE, ERIC, iNFORMIT Combined, Medline, PsychINFO, Social Sciences (ProQuest), Teacher Reference Center, and Web of Science. Articles published between 2015 and 2020 were included. Dual review was utilized at all stages and a third reviewer resolved any conflicts.

Results

Sixty-seven studies were included in this review. A range of observational, self-report, teacher report, caregiver report, and observational measures of self-regulation were identified. Included studies were primarily published in education and psychology disciplines, with no studies by occupational therapists identified.

Conclusions

Although a range of measures were identified in this scoping review, the results highlight the lack of consensus regarding self-regulation measurement that occupational therapists use to design and implement therapy programs to address child emotional and behavioral needs.

Keywords:

• Measurement
• occupational therapy
• preschool
• school-aged children
• self-regulation

Acknowledgements

The scoping review was conducted with the support of research librarian Nicole Faull-Brown from The University of Newcastle for advice on the citation of measures. Special thanks are also extended to the research assistants who provided their support in the preparation of this publication including Ellen Mason and Casey Regan from The University of Newcastle.

Author contributions

All authors contributed to the study concept and design, including designation of key search terms and inclusion/exclusion criteria. Database search; study retrieval; title/abstract screening, full text review and data extraction was performed by first author. Second and third authors performed title/abstract screening and full-text review, respectively. Data extraction procedures were validated by fourth and fifth authors through a randomized process. The first draft of the manuscript was prepared by first author, and all authors commented on previous versions of the manuscript. All authors read and approved the final manuscript.

Disclosure statement

No potential conflict of interest was reported by author(s).

Data availability statement

This scoping review is registered on Open Science Framework: 10.17605/OSF.IO/E3HJ4. A preliminary version of this study was presented as an oral e-presentation at the Occupational Therapy Australia 29th National Conference and Exhibition 2021 (23–25 June 2021).

Additional information

Funding

This research was supported by a 2020/2021 Australian Government Research Training Program (RTP) Scholarship to the first author from The University of Newcastle, Australia.

Notes on contributors

Kelsey Philpott-Robinson

Kelsey Philpott-Robinson is lecturer and PhD (Occupational Therapy) candidate at the University of Newcastle, Australia. Kelsey is committed to bridging the gap between what we know and what we do as occupational therapists and working collaboratively within clinical and research contexts. Kelsey’s research interests include infant development, autism spectrum disorder, sensory processing, self-regulation, and school-based occupational therapy service provision.

Tennille Johnson

Tennille Johnson is an occupational therapist with experience in delivering occupational therapy services for children in school and pre-school settings. She graduated with a Bachelor of Occupational Therapy (Hons Class I) from the University of Newcastle in 2019 and currently works as a clinical educator at the University of Newcastle Occupational Therapy Clinic.

Leah Evans

Leah Evans is an experienced occupational therapist providing pediatric services for children across school, community, and clinical settings. She graduated with a Bachelor of Occupational Therapy (Hons Class I) from the University of Newcastle, and has worked on several pediatric research projects over the past few years.

Kylie Wales

Kylie Wales is a senior lecturer at the University of Newcastle, Australia. Kylie’s research is focused on enhancing individualised assessment processes in occupational therapy to help improve client participation and quality of life. Through routine assessment, individualised therapy plans can be developed allowing for focused service delivery and in turn cost-effective practice.

Carl Leonard

Carl Leonard is a Senior Lecturer and Program Convenor of all postgraduate special and inclusive education programs in the School of Education at the University of Newcastle. Carl also has 30 years of leadership experience in schools championing inclusivity and diversity in public education. Carl's research interests include improving life outcomes for young people (especially those with sensory needs) in a culture of cross-disciplinary collaboration.

Alison E. Lane

Alison E. Lane is an occupational therapist with over 25 years of experience in paediatric clinical practice and health service management. She is the Director, Olga Tennison Autism Research Centre at La Trobe University. Alison’s research is focussed on the characterisation of sensory differences in autism and the use of evidence-based practices in paediatric occupational therapy.