Self-regulation strategies of children with emotional disturbance

Karin J. Barnes, Kimberly A. Vogel, Alison J. Beck, Heidi B. Schoenfeld, Steven V. Owen

Research output: Contribution to journalArticlepeer-review

31 Scopus citations


Children with emotional disturbance frequently have difficulty regulating their classroom behaviors. Many have co-occurrence of other disabilities, such as sensory processing problems, which compound difficulties in school participation. This exploratory project evaluated the 8-week-long use of the Alert Program within the classroom setting for seven children with emotional disturbance. Five children with emotional disturbance served as a control group. Self-regulation, behavioral adjustments, and sensory processing skills as reported by the children and teachers were evaluated. Changes from pretest to posttest indicated that children who received the Alert Program demonstrated a small improvement on all measures while performance of the control group remained relatively constant or decreased. These preliminary results indicate programs that target self-regulation skills may be useful in helping to improve self-regulation of children with emotional disturbance.

Original languageEnglish (US)
Pages (from-to)369-387
Number of pages19
JournalPhysical and Occupational Therapy in Pediatrics
Issue number4
StatePublished - Oct 9 2008


  • Children
  • Emotional disturbance
  • Occupational therapy
  • School tasks
  • Self-regulation

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health
  • Physical Therapy, Sports Therapy and Rehabilitation
  • Rehabilitation
  • Occupational Therapy


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