A socio-ecological approach to understanding self-regulation among adolescents with developmental challenges and delays

Abstract

Drawing from the socio-ecological model, this study examined the relationships between child, family, and neighborhood/community factors and self-regulation among five subgroups of adolescents aged 12-17 years with developmental challenges and delays (Attention Deficit Disorder/Attention-Deficit/Hyperactivity Disorder, Autism/Autism Spectrum Disorder, developmental delay, learning disability, and intellectual disability). Data for this study came from the 2019 National Survey of Children's Health, a nationally representative dataset (n=3,181). Using multiple regression analyses, we found that not all five subgroups of adolescents shared similar experiences. In sum, having good health and health insurance was positively associated with self-regulation, while adverse childhood experiences and being bullied were negatively linked to self-regulation. Family and neighborhood/community-related variables that were positively related to adolescents' self-regulation consisted of parent-child closeness, having college-educated parents, household food security, and parents' knowledge of where to obtain help in their neighborhood. Family variables negatively associated with adolescents' self-regulation included living in two-parent households and receiving public assistance, but only for adolescents with intellectual disabilities. Socio-demographic variables significantly linked to adolescents' self-regulation were biological sex, age, Hispanic ethnicity, and race. Future research and practice should focus on identifying and addressing the diverse ecological factors influencing adolescents' social-emotional development to improve behavioral outcomes and support their transition to adulthood.

Keywords: adolescence; developmental disabilities and delays; self-regulation; socio-ecological model.