Self-Regulation represents a set of skills that involves the ability to monitor and modulate behaviours, emotions, and cognition to adapt to changing circumstances. There has been numerous iterations and definitions of self-regulation stemming from different research and philosophical traditions with no clear consensus on a unitary definition. The agreement among self-regulation researchers from these diverse fields is that self-regulation is a broad construct that consists of various domains including emotional, behavioural, and cognition.

Speech Language Pathologists (SLPs) are professionals that assess, treat and support individuals with speech, language and communication needs (SLCN). In recent years, there is a growing interest amongst SLPs in the construct of self-regulation and its potential role in SLP interventions due to increased complexity of clientele. SLPs are no longer seeing children with idiopathic SLCN. Instead, SLCN are often part of the aetiology that occurs in conjunction with other developmental disorders. Yet, there is little research done in the realm of self-regulation through the lens of an SLP.

This research aims to examine SLPs knowledge of and experience with self-regulation in the Australian clinical context. This mixed methods, cross sectional survey research utilizes both qualitative and quantitative data. Qualitative data explores SLPs definitions of self-regulation and their written responses of self-regulation related questions to illustrate the lack of conceptual clarity of self-regulation amongst SLPs. Quantitative data is analyzed using descriptive and inferential statistics to explore the associations between SLPs years of experience and their confidence rating in identify and managing self-regulation challenges in therapy. Currently, the data is still being analyzed and the completed analysis will be shared and elaborated at the conference.

In conclusion, this presentation aims to present empirical data on evaluating the associations of SLPs’ knowledge, experience and value judgement of self-regulation in SLP practice.

At the end of the conclusion of my presentation, attendee will take away:

1)Self-regulation is a multi-dimensional construct that is hierarchically ordered and operates in the recursive feed-forward and -backward loop.

2) The association between self-regulation and learning. How adequate self-regulation skills can facilitate optimal level of regulation for effective therapeutic goal acquisitions.

3) Understand how SLPs currently conceptualise and value self-regulation and utilize strategies for managing self-regulation in their clinical practices.