Supporting Co-Regulation and Development of Self-Regulation Skills in Students With Intellectual Disabilities: A Scoping Review

Abstract

Abstract Young people with intellectual disability (ID) frequently have challenges with self-regulation that impact their success and participation in daily life. As they often require additional support with self-regulation, it is important to consider regulatory function and skill development within the context of co-regulatory interactions with caregivers. This scoping review aimed to identify factors associated with improved self-regulation and co-regulation in young people with ID. The review was conducted using Arksey and O’Malley’s (2005) framework, with 142 full-text records reviewed and critically appraised. The diverse factors that affect regulatory function in young people with ID fit within the five categories identified in the model of factors contributing to self-regulation enactment — biology, skills, motivation, caregiver support, and environmental context — highlighting the relevance of this model to regulatory function for this population. This review’s findings allow this model to be refined further for young people with ID, identifying the unique factors contributing to self-regulation enactment for this population and intervention characteristics that may support regulatory function for these individuals.