Using Literacy-Based Behavioural Interventions to Teach Self-Regulation Skills to Young Children

Many young children receive developmental screenings because they do not perform basic self-regulation skills needed in preschool and home environments. Previous research on Literacy-Based Behavioural Interventions (LBBI) shows promise for promoting acquisition and maintenance of skills and routines; however, research has not yet examined the effectiveness of this intervention for self-regulation for young children. In this study, four children aged 2-4 referred for developmental screenings received an electronic LBBI story highlighting a visual timer to help them self-regulate. Results showed their self-regulation skills increased dramatically after using the LBBI stories with the timer, with strong effect sizes. These skills also generalized to other settings and increased engagement in activity and literacy centres. Three children maintained these skills after the LBBI was removed. This study extends previous research, incorporating an electronic book as the LBBI, and showing intervention effectiveness with young children not previously included in LBBI research.