Am J Ment Retard. 1990 Jan;94(4):347-62; discussion 363-76.

Self-regulation and mental retardation.

American journal of mental retardation : AJMR

T L Whitman

PMID: 2404497

Abstract

The educational and research implications of defining mental retardation as a self-regulatory disorder were explored. Behavioral, social-learning, and cognitive conceptualizations regarding the structure and development of self-regulation were examined. Emphasis was placed on showing how these conceptualizations compliment each other. Several perspectives were presented, specifically, that both the essential components of the self-regulatory system along with the environments that promote self-regulated behavior must be isolated. Self-regulation was described as a complex skill that develops like other skills and can be taught through behavioral techniques. Self-regulation was suggested to basically be a linguistically guided process. The assertion was made that individuals with retardation, because of their extensive language deficiencies, are delayed in developing self-regulatory control. The role of life experience and motivational processes in the development of self-regulation was also stressed.

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MeSH terms

• Adaptation, Psychological
• Education of Intellectually Disabled*
• Humans
• Intellectual Disability / psychology
• Internal-External Control*
• Self Concept*

Publication Types

• Journal Article
• Research Support, U.S. Gov't, P.H.S.
• Review

Grant support

• NIH-1260-17848/PHS HHS/United States

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