Emotion Regulation in Young Children with Autism Spectrum Disorders

Autor/inn/en	Berkovits, Lauren; Eisenhower, Abbey; Blacher, Jan
Titel	Emotion Regulation in Young Children with Autism Spectrum Disorders
Quelle	47 (2017), S.68-79 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1007/s10803-016-2922-2
Schlagwörter	Emotional Response; Emotional Development; Behavior Problems; Young Children; Autism; Pervasive Developmental Disorders; Symptoms (Individual Disorders); Cognitive Ability; Language Skills; Interpersonal Competence; Correlation; Intelligence Quotient; Wechsler Preschool and Primary Scale of Intelligence; Child Behavior Checklist; Social Skills Improvement System Rating Scales; Social Responsiveness Scale; Autism Diagnostic Observation Schedule + Suchen Sie Ihr Suchwort? Emotionales Verhalten; Gefühlsbildung; Frühe Kindheit; Autismus; Psychiatrische Symptomatik; Denkfähigkeit; Language skill; Sprachkompetenz; Interpersonale Kompetenz; Korrelation; Intelligenzquotient
Abstract	There has been little research connecting underlying emotion processes (e.g., emotion regulation) to frequent behavior problems in young children with autism spectrum disorder (ASD). This study examined the stability of emotion regulation and its relationship with other aspects of child functioning. Participants included 108 children with ASD, ages 4-7, and their primary caregivers. ASD symptoms and cognitive/language abilities were assessed upon study entry. Parents reported on children's emotion regulation, social skills and behavior problems at two time points, 10 months apart. Emotion dysregulation was stable and related strongly to social and behavioral functioning but was largely independent of IQ. Further analyses suggested that emotion dysregulation predicts increases in social and behavioral difficulties across time. Implications for intervention are discussed. [This article was published in "Journal of Autism and Developmental Disorders" (EJ1125538).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01