Document Type

Presentation

Publication Date

4-9-2026

Faculty Mentor

Brooke Mulrenin

Abstract

Self-regulation is defined as an individual’s ability to manage behavior, emotions, thoughts, and attention in order to achieve goal-directed actions (Chen et al., 2024). Occupational therapists support participation in meaningful occupations such as school, play, and self-care, where limited self-regulation skills may hinder engagement. Despite the well-documented importance of self-regulation, inconsistent implementation and assessment of self-regulation tools limit carryover and long-term effectiveness.

This doctoral capstone project, completed in collaboration with a local pediatric occupational therapy rehabilitation clinic, aimed to improve the implementation and carryover of self-regulation tools for children ages 4-13. As identified in a prior needs assessment, children reported using their self-regulation tools only “sometimes” and often forgot to use them when they were “feeling sad, angry, or frustrated.” Additionally, previous data suggested that caregiver education and the use of educational handouts may improve the effectiveness and implementation of pediatric self-regulation tools across contexts.

To address these gaps, a multi-component intervention was developed to promote the use of self-regulation tools. This included the integration of structured self-regulation tools into occupational therapy sessions (e.g., Powerfully You program, finger tracing cards, and yoga-based movement activities), the creation of an evidence-based self-regulation toolbox, and the development of a pre- and post-intervention survey. The toolbox incorporated sensory-based toys, visual supports (e.g., Zones of Regulation handouts), and digital resources to support skill generalization across environments.

Post-survey findings indicated a direct link between increased parental understanding and more consistent use of self-regulation tools by children. Movement-based activities, deep breathing techniques, and visual schedules were identified as the most beneficial supports. Additionally, parents’ perceptions of their child’s effectiveness in using self-regulation skills increased by an average of 4.8% from pre- to post- survey. Overall, results support the value of structured, accessible tools in promoting pediatric self-regulation skills and participation across daily life contexts.

References

Chen, Y. R., Janicaud, N., Littlefair, D., Graham, P., Soler, N., Wilkes-Gillan, S., McAuliffe, T., & Cordier, R. (2024). A systematic review of self-regulation measures in children: Exploring characteristics and psychometric properties. PloS one, 19(9), e0309895. https://doi.org/10.1371/journal.pone.0309895

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