Session 2 - Self Regulation

Cognitive, emotional, social, and sensory regulation skills among children with Down syndrome

Authors: Chris Jarrold¹, Imogen Van Jaarsveldt^1,2, Yasamin Rahmati¹

1. University of Bristol
2. Macquarie University

Contact: C.Jarrold@bristol.ac.uk

Summary:

Background. Self-regulation is important for navigating the social, emotional, and educational challenges that any child faces. Many neurodiverse individuals experience challenges in employing self-regulation skills, but much of the existing work in this area focusses on self-regulation among autistic children.

Research question. In this work we examine parent/carers’ (hereafter, parents) perceptions of self-regulation skills among children with Down syndrome, autistic children, and children with Williams syndrome.

Method. A novel 84-item questionnaire was designed to measure cognitive, emotional, social, and sensory regulation. This was completed by 112 parents of neurotypical children, 40 parents of children with Down syndrome, 40 parents of children with Williams syndrome, and 41 parents of autistic children.

Results. The novel questionnaire had excellent internal consistency (α = 0.97). Exploratory factor analysis of the responses for neurotypical children revealed a three-factor structure, with factors corresponding to ‘reactive’, ‘sensory’, and ‘proactive’ regulation. Further analysis of factor scores standardised against the neurotypical distribution showed challenges on each factor amongst the neurodiverse samples. In common with the other two groups, children with Down syndrome had particular issues with reactive regulation. However, they (and children with Williams syndrome) had fewer issues in sensory and proactive regulation than the autistic children.

Conclusions. These results show that previous research focusing solely on self-regulation skills among autistic individuals cannot be generalised to other populations. Parents of children with Down syndrome reported particular challenges in reactive regulation, but relatively fewer issues in sensory and proactive regulation. This work has the potential to inform the support provided to different groups to help them manage the challenges they may face at home, at school, and in work.

Developing Self-Control and Self-Regulation Skills: A 12-Week Program for Individuals with Down Syndrome

Susanna Stokes, Speech and Language Clinical Specialist, Nataliia Fonyakina (Therapy Assistant).Down Syndrome Ireland: Tipperary Branch

Contact: Susanna@downsyndrome.ie

Background

Self-control and self-regulation are critical for success in learning, communication, and daily activities. These skills enable children to manage emotions, focus on tasks, and complete multi-step instructions. Children with Down syndrome often face challenges in these areas due to differences in executive functioning, working memory, and emotional regulation. In the absence of any known programme Down Syndrome Tipperary seek to provide intervention through structured activities to support skill development. (We carried out what became a pilot from September - December 2024 with a teenage group but without a structured concept. However we saw development in attention, focus, initiation, inhibition, listening, focus to task and cooperation and so decided to formally structure and monitor a programme this term). This feasibility study evaluates a 12-week program aimed at enhancing self-control and self-regulation through verbal and non verbal cognitive exercises, motor programs, and logorhythmic activities.

Research Question: Is it feasible to implement a 12-week program targeting self-control and self-regulation skills in children with Down syndrome, and what are the preliminary outcomes?  Additionally the feasibility of documenting weekly intervention therapy goals and activities so that the course can be rolled out to other Down Syndrome groups is being considered.

Method

The program was structured into three components:

1. Verbal and non verbal exercises aimed at  strengthening connections, improving coordination and boosting executive function.
2. Motor programs to teach simple and complex instructions through movement-based activities.
3. Logo-rhythmic exercises integrating speech, rhythm, and movement to develop foundational self-regulation and speech processes.

8 Participants with Down syndrome aged 9-11 and 6 adults with Down syndrome were recruited through the clinic services. Pre- and post-program assessments measured feasibility indicators (including recruitment, retention, parent satisfaction) and preliminary outcomes using observational measures of task persistence, error correction, and adherence to multi-step instructions.

Results

We are currently at the initial stages of implantation. By March we will be 9 weeks in. So far participant recruitment has been mixed. 9 or the 11 invited 9-11 years took a place in the programme but only 4 of the 12 adults. Parental pre assessment indicated areas of the need in the skills being addressed.

(Further findings to be recorded and included)

Conclusion

Recruitment from a pre existing clinical cohort was easy to manage. (Conclusions will be drawn)