Date of Award

Summer 8-2026

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Rehabilitation Sciences

Program/Concentration

Kinesiology and Rehabilitation

Committee Director

Eric Schussler

Committee Member

Patricia Laverdure

Committee Member

Dana Childress

Committee Member

Sonia Khurana

Abstract

Executive function (EF) and self-regulation (SR) are foundational developmental processes supporting young children’s participation in play, learning, social relationships, and everyday occupations. Although important to school readiness, social competence, health, and well-being, these skills are often examined in structured settings rather than the natural environments in which children develop. Guided by ecological, developmental, and occupational therapy perspectives, this dissertation examined EF and SR within children’s everyday participation and explored caregiver and teacher roles in supporting these processes.

This dissertation consists of three interconnected studies. The first was a systematic review of peer-based interventions to improve social participation among children and youth with neurodevelopmental disorders. Findings supported peer-mediated approaches for increasing social participation, play, leisure engagement, and inclusion. The second used a mixed methods design to examine caregiver perspectives regarding EF, SR, and participation among preschool children with neurodevelopmental disorders through surveys, open-ended responses, and focus groups. Findings identified participation profiles associated with EF and SR and highlighted caregiver scaffolding, environmental supports, and meaningful participation. The third study examined caregiver and teacher perspectives regarding EF and SR among typically developing preschool children using surveys, caregiver-recorded home videos, and qualitative caregiver responses. Findings demonstrated how caregivers supported these skills through responsive relationships, play, routines, problem solving, co-regulation, and developmentally appropriate challenges.

Across studies, findings emphasized that EF and SR are supported through meaningful play and everyday occupations within responsive relationships and supportive environments. Caregivers and teachers facilitated exploration, social interaction, problem solving, and increasing independence while adapting activities to children’s developmental needs. Home videos further illustrated caregiver scaffolding through encouragement, modeling, and “just-right” challenges. Collectively, findings support a participation-based understanding of EF and SR as reciprocal developmental processes that both support and are strengthened through meaningful participation. This dissertation contributes to occupational therapy by emphasizing participation as both a context for EF and SR development and an outcome strengthened as these capacities mature. Findings may inform occupational therapy, early childhood education, family-centered care, and participation-focused interventions promoting children’s health, well-being, school readiness, and occupational participation.

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DOI

10.25777/wdsy-0d72

ISBN

9798193214649

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