A Comprehensive Literature Review of Self-Regulation Preventive Interventions Across Development

Introduction:  Given that self-regulation is a fairly recent framework for many preventive interventions, there are a wide range of relevant intervention descriptions and types of outcomes assessed in the literature, creating challenges in identifying what works for different developmental groups.  The present study addresses these limitations with a comprehensive literature review of self-regulation interventions from birth through young adulthood using methods that allow comparison across approaches and outcome domains.  Two evidence-supported theoretical mechanisms for self-regulation development were identified:  1) direct skills instruction and 2) “co-regulation” – a warm, responsive relationship in which a caregiver positively structures the environment and provides support, coaching, and modeling for self-regulation skills.

Methods:  Using a comprehensive set of cross-disciplinary search terms and several databases, 299 unique study samples were identified that either targeted self-regulation development with one of the theoretical intervention approaches noted above or directly measured cognitive or emotional self-regulation outcomes.  Outcomes were categorized as having small, medium, or large effects in either core self-regulation (cognitive, emotional, and behavioral self-regulation, initiative, stress, and mindfulness) or functional domains (learning, delinquency, health, mental health, and interpersonal). Intervention and study characteristics were coded and examined as possible outcome predictors in each domain.

Results:  Meaningful positive outcomes (average effect sizes categorized as small to medium) were seen across core self-regulation and functional domains despite substantial variability in interventions, with differences across developmental groups in both strength of effects and domains impacted.  Clear gaps were identified in 1) the number of self-regulation interventions for older adolescents and young adults, particularly those who live in poverty or experience other adversity, and 2) the involvement of parents and teachers in co-regulation interventions to support self-regulation development after preschool.  Predictor analyses did not identify overall advantages for particular intervention approaches, although different risk samples and developmental groups demonstrated different response patterns.

Conclusions:  Results support the value of targeting self-regulation development with universal and targeted interventions to enhance well-being across multiple domains and throughout development.  However, specific intervention approaches may vary based upon children’s age and risk profiles.  Strongest benefits may be seen when self-regulation is targeted with a strategic combination of skills approaches and co-regulation supports.