Document Type

Presentation

Publication Date

Spring 4-9-2026

Faculty Mentor

Amanda Giles

Abstract

Translating Self-Regulation Concepts into Practice: A Pediatric Outpatient Occupational Therapy Activity Toolkit 

Self-regulation is a foundational skill that enables individuals to manage emotions, behaviors, attention, and physiological responses to engage meaningfully in daily life. In childhood, the development of self-regulation predicts academic success, social relationships, mental health, and lifelong wellbeing (Philpott-Robinson et al., 2023; Robson et al., 2020). When children experience self-regulation difficulties, early identification and intervention by pediatric occupational therapists (OTs) can help prevent future mental health and wellbeing challenges (Philpott-Robinson et al., 2023). Pediatric OTs support self-regulation through sensory-based strategies, mindfulness practices, environmental modifications, caregiver education, and collaboration with teachers (Philpott-Robinson et al., 2024; Smith et al., 2024). Whether based in schools, outpatient, clinics, hospitals, community programs, or homes, pediatric OTs are crucial in collaborating with clients and their support systems to address specific areas of self-regulation for meaningful participation.

The purpose of this capstone project was to create an educational resource for pediatric OTs and their clients in collaboration with the founders of a self-regulation education program. The program is a compassion-centered training and curriculum developed by two OTs to provide pediatric clinicians with research-informed strategies to enhance self-regulation. Core components include interoceptive awareness, sensorimotor strategies, mindful awareness, self-compassion, and metacognitive techniques. The program emphasizes inclusivity, connection, and a whole-person perspective, equipping clinicians with the confidence to implement self-regulation strategies effectively with children and caregivers.

The educational resource, which evolved into a self-regulation activity toolkit, incorporated core concepts, materials, procedures, grading options, adaptations, and practical examples for individual and group settings. Iterative feedback from clinicians, educators, and clients guided modifications, ensuring usability and relevance. Outcomes included stakeholder satisfaction and readiness to adapt and expand the activities into practice. This project contributes to the OT profession by providing a practical, evidence-informed resource for self-regulation interventions, fostering creativity and supporting pediatric OTs in enhancing client meaningful participation. The activity toolkit is intended for inclusion in an upcoming manual for the self-regulation education program, enabling clinicians to adapt activities to meet the diverse needs of children in various settings.

References

Philpott-Robinson, K., Haracz, K., Blackwell, D., Mallise, C., Leonard, C., Lane, A., &   Wales, K. (2024). The experiences of occupational therapists supporting children with self-regulation needs: A qualitative descriptive study. Australian Occupational Therapy Journal, 1-18. https://doi.org/10.1111/1440-1630.12985

Philpott-Robinson, K., Johnson, T., Evans, L., Wales, K., Leonard, C., & Lane, A. E. (2023).

Measurement of self-regulation in preschool and elementary children: A scoping review. Physical & Occupational Therapy in Pediatrics, 43(4), 403–429. https://doi.org/10.1080/01942638.2022.2158055

Robson, D. A., Allen, M. S., & Howard, S. J. (2020). Self-regulation in childhood as a predictor  of future outcomes: A meta-analytic review. Psychological Bulletin, 146(4), 324–354. https://doi.org/10.1037/bul0000227

Smith, M. N., & Douglas, R. R. (2024). The role of school-based occupational therapy   practitioners in providing tier 1 services to enhance sensory processing and self-regulation strategies within the classroom. Journal of Occupational Therapy, Schools & Early Intervention, 17(1), 26–36. https://doi.org/10.1080/19411243.2022.2129904

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