Using literacy-based behavioural interventions to teach self-regulation skills to young children

ABSTRACT

Many young children receive developmental screenings because they do not perform basic self-regulation skills needed in preschool and home environments. Previous research on Literacy-Based Behavioural Interventions (LBBI) shows promise for promoting acquisition and maintenance of skills and routines; however, research has not yet examined the effectiveness of this intervention for self-regulation for young children. In this study, four children aged 2–4 referred for developmental screenings received an electronic LBBI story highlighting a visual timer to help them self-regulate. Results showed their self-regulation skills increased dramatically after using the LBBI stories with the timer, with strong effect sizes. These skills also generalized to other settings and increased engagement in activity and literacy centres. Three children maintained these skills after the LBBI was removed. This study extends previous research, incorporating an electronic book as the LBBI, and showing intervention effectiveness with young children not previously included in LBBI research.

KEYWORDS:

• Literacy-based behavioural interventions
• naturalistic teaching strategies
• social narratives
• developmental delays
• preschool students
• electronic books

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Kalynn Hall Pistorio is a Doctoral Scholar in the Department of Exceptional Student Education at Florida Atlantic University. Her research interests include kindergarten readiness, behavioural interventions, and students with developmental disabilities. She also teaches child development and special education courses.

Michael P. Brady is Professor and Chair of the Department of Exceptional Student Education at Florida Atlantic University. His research interests include promoting inclusion for people with developmental disabilities, behavioural teaching strategies, and interventions that promote social development and relationships.

Cindy Morris is a doctoral student in the Department of Exceptional Student Education at Florida Atlantic University. Her research interests include teaching functional and social skills to students with intellectual disabilities and behavioural interventions.