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Improving Child Self-Regulation and Parenting in Families of Pre-kindergarten Children with Developmental Disabilities and Behavioral Difficulties

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Abstract

The transition to school may be particularly difficult for children with developmental disabilities and behavioral difficulties. Such children are likely to experience problems with self-regulation skills, which are critical to school adjustment. Additionally, inconsistent discipline practices and low parental involvement in children’s schooling may contribute to a poor transition to school. This study employed a randomized clinical trial to examine the effects of a school readiness intervention that focused on children’s self-regulation skills as well as parenting and parental involvement in school. Results showed that the intervention had positive effects on children’s self-regulation in kindergarten as measured by teacher and observer reports. Additionally, the intervention significantly reduced ineffective parenting prior to school entry, which in turn affected parental involvement. This finding is significant because it demonstrates that parental involvement in school may be increased by efforts to improve parenting skills in general. Overall, the study demonstrated that school adjustment across kindergarten among children with developmental disabilities and behavioral difficulties can be enhanced through an intervention aimed specifically at improving school readiness skills.

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Acknowledgments

The contents of this article were developed under a grant from the National Center on Special Education, Institute of Education Sciences, Department of Education, R324A080026. However, these contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.

Katherine Pears and Philip Fisher are developers of the Kids in Transition to School Program. The authors thank Deena Scheidt for project management, Diana Strand for editorial assistance, and the staff and families of the Kids in Transition to School project for their ongoing dedication and participation.

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Authors and Affiliations

  1. Oregon Social Learning Center, 10 Shelton McMurphey Boulevard, Eugene, OR, 97401, USA

    Katherine C. Pears, Hyoun K. Kim, Cynthia V. Healey, Karen Yoerger & Philip A. Fisher

  2. University of Oregon, Eugene, USA

    Philip A. Fisher

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  1. Katherine C. Pears
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  2. Hyoun K. Kim
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  3. Cynthia V. Healey
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  4. Karen Yoerger
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  5. Philip A. Fisher
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Correspondence to Katherine C. Pears.

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Pears, K.C., Kim, H.K., Healey, C.V. et al. Improving Child Self-Regulation and Parenting in Families of Pre-kindergarten Children with Developmental Disabilities and Behavioral Difficulties. Prev Sci 16, 222–232 (2015). https://doi.org/10.1007/s11121-014-0482-2

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  • DOI: https://doi.org/10.1007/s11121-014-0482-2

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