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Description

Executive function (EF) and self-regulation (SR) are essential skills that support children’s participation in school, play, and everyday occupations. Children with attention-deficit/hyperactivity disorder (ADHD), autism spectrum disorder (ASD), and developmental delays may experience difficulties with working memory, inhibitory control, cognitive flexibility, and emotional regulation. A need was identified for a structured, evidence-informed therapy resource addressing EF and SR within pediatric practice. The purpose of the project was to develop, implement, and evaluate a group program integrating the Zones of Regulation to support EF and SR in children. The program was implemented at an outpatient pediatric clinic with children ages 6-11 and consisted of 8 weekly group sessions incorporating the Zones of Regulation concepts, heavy work activities, executive function games, and caregiver educational handouts. Program outcomes were evaluated using pre-and post- intervention BRIEF-2 Parent Forms and a post-program parent/caregiver perception survey. Participants demonstrated improvements across all measured BRIEF-2 domains, with the greatest improvement observed in the self-monitor domain. Additionally, 80% of parents reported improvement in their child’s ability to identify emotions, and deep breathing was the most frequently observed self-regulation strategy used at home. Findings support the potential value of integrating structured play, self-regulation strategies, and caregiver education to promote executive function and self-regulation.

Publication Date

2026

Keywords

executive function, self-regulation, pediatrics

Disciplines

Occupational Therapy

Comments

Faculty Mentor: Dr. Fierro 

Capstone Site: Early Bird Pediatric Therapy 

Playing in the Zones: Enhancing Executive Function and Self-Regulation through Play-Based Interventions

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