Using technology to support self-regulation

It is well-established that individuals with sensory differences experience challenges with self-regulation (Dunn, 1997). Self-regulation is a dynamic process involving executive processes to plan goal-directed behavior (Cole et al., 2019; Murray et al., 2015). Developmentally, self-regulation has been evaluated to determine how children begin to regulate their thoughts, behaviors, and emotions. Emotional self-regulation refers to the ability to monitor, evaluate, and modify one’s emotional state and corresponding arousal levels to allow meaningful engagement with everyday activities and the environment (Laurent & Gorman, 2018). Difficulties with self-regulation are common among neurodivergent populations, including those with attention-deficit/hyperactivity disorder (ADHD) and autism (Ros & Graziano, 2019). There is extensive evidence that self-regulation abilities in childhood can predict achievement, interpersonal behavior, alcohol and substance use, employment status, and mental and physical health in adulthood (Robson et al., 2020). Thus, early self-regulation interventions are particularly important, given their influence on long-term academic, health, and well-being outcomes (Howard & Williams, 2018). Self-regulation interventions have demonstrated effectiveness in improving self-regulation in children and adolescents and appear to have a positive impact on their behavior, health, and academic performance (Pandey et al., 2018). Occupational therapy practitioners (OTPs) are key service providers in addressing the needs of the neurodivergent population and play a role in improving self-regulation.