Cognition of Social Rules and Routine Behavioral Adjustment in Young Children with and without Disabilities

CThis study aimed to (1) compare routine behavioral adjustment between young children with and without disabilities in inclusive classrooms; (2) examine the associations of social rules cognition and parental expectations with adjustment; and (3) test whether parental expectations moderate the relationship between cognition of social rules and adjustment, particularly among children with disabilities. Children with disabilities exhibited significantly poorer routine adjustment. Cognition of social rules positively predicted adjustment in both groups, with stronger effects among children with disabilities. Parental expectations moderated this relationship only in the disability group, such that higher parental expectations amplified the positive association between cognition and adjustment.