Collaboration Family–School Interventions to Improve Self-Regulation or Related Constructs in Children with Developmental Disabilities

Sammanfattning

The collaboration between family and school provides a solid foundation for children with disabilities to improve and develop comprehensively in the context of modern education. When the two environments align their goals, share information, and coordinate actions, children will achieve consistent and sustainable improvement. For children with developmental disabilities, self-regulation is one of the factors that needs improvement because it helps them control executive functions as well as emotions and behaviors. However, there are a limited number of studies discussing how family-school collaboration interventions have improved self-regulation in children with developmental disabilities. Furthermore, very few studies consider family-school collaboration as a main component in interventions and have specific metrics for this partnership. This scoping review will map and synthesize how different levels of intensity of family-school collaboration interventions can help improve self-regulation and related constructs (emotional regulation, behavioral regulation, executive functioning); and synthesize and interpret definitions of this collaboration from various studies. Methods: A scoping review screened 385 articles, yielding 377 unique articles after removing duplicates. Studies were selected according to the PICO framework (Population: Children with developmental disabilities (DD, ID, ASD, ADHD) ages 3-18; Intervention: Family-school collaboration intervention; Comparator: not required; Outcomes: self-regulation or related constructs (EF, ER, BR)). Eight studies met the criteria to proceed to data extraction and analysis. Results: Studies were interpreted based on themes such as study design, the intensity of collaboration, and type of regulatory outcomes. Conclusion: Family-school collaboration interventions are associated with improvements in aspects of self-regulation. Furthermore, this improvement is sustained when collaboration reaches high intensity, achieved through co-design, co-planning, and two-way communication. Further research should standardize the definition and measurement of collaboration to allow for comparative study effectiveness.