Garyfallia Pepera, Varsamo Antoniou, Jing Jing Su, Rose Lin, Ladislav Batalik
Comprehensive and personalized approach is a critical area for developing remote cardiac rehabilitation programs
World journal of clinical cases
children autism spectrum disorder often demonstrate selfregulation challenges academic difficulties although selfregulation well documented important factor academic achievement neurotypical children little known related academic learning autistic children especially preschool critical developmental period emergent academic skills selfregulatory abilities also unclear whether school engagement autism characteristics influence relation selfregulation academic learning autistic children preschool thirtytwo autistic preschoolers participated study direct measures parent reports used measure three dimensions selfregulation including executive function effortful control emotion regulation classroombased data multiple academic programs used reflect average rates achieving new literacy mathematics learning goals teachers reported participants levels school engagement autism characteristics measured directly emotion regulation significantly linked rate meeting literacy learning goals autistic preschoolers whereas multiple executive function skills including inhibitory attentional control working memory associated mathematics learning rate emotion regulation demonstrated stronger association literacy learning autistic children engaged classroom activities levels autism characteristics mediate moderate association selfregulation academic learning future interventions teaching consider fostering selfregulation facilitating school engagement autistic preschoolers besides targeting learning performance specific academic content promote current future academic success