A systematic review of emotion regulation in children with Autism Spectrum Disorder

Cibralic, Sara; Kohlhoff, Jane; Wallace, Nancy M.; McMahon, Catherine; Eapen, Valsamma

doi:10.1016/j.rasd.2019.101422

Cited by 73 publications

(43 citation statements)

References 64 publications

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“…As expected, the study's findings supported our first hypothesis that TD adolescents would have significantly better caregiver-reported emotion regulation than adolescents with caregiver-reported neuropsychiatric (anxiety) and neurodevelopmental (ASD and ADHD) conditions. This finding aligns with previous work showing that individuals with anxiety, ASD, or ADHD have poorer emotion regulation than those without neuropsychiatric or neurodevelopmental disorders (27,52,53). We also observed that adolescents from the clinical subgroups did not differ on emotion dysregulation.…”

Section: Discussionsupporting

confidence: 92%

“…In addition to being associated with neuropsychiatric conditions, impaired emotion regulation is a prominent feature of neurodevelopmental conditions such as autism spectrum disorder (ASD) and attention-deficit hyperactivity disorder (ADHD). Overall, autistic individuals tend to employ simpler and maladaptive strategies and have poorer emotion regulation abilities than non-autistic individuals (26,27). Different aspects of the core ASD phenotype are associated with emotion dysregulation (28), with restricted and repetitive behaviors, interests and activities playing a more prominent role than sociocommunicative impairments (29).…”

Section: Introductionmentioning

confidence: 99%

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Brief Report: Emotion Regulation Influences on Internalizing and Externalizing Symptoms Across the Normative-Clinical Continuum

et al. 2021

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Emotion regulation is theorized to be a transdiagnostic process and has been empirically shown to be associated with various mental health and neurodevelopmental conditions. However, the relationship between emotion regulation and internalizing and externalizing symptoms has yet to be characterized in a sample of individuals spanning normative and atypical development. Therefore, this study aimed to provide initial evidence for emotion regulation as a transdiagnostic process of internalizing and externalizing symptoms in a community sample of adolescents with and without neuropsychiatric and neurodevelopmental conditions. The sample consisted of 1,705 caregivers of adolescents aged between 11 and 17 years (Mage = 14.53, SDage = 1.96). Adolescents were typically developing or had a caregiver-reported diagnosis of autism spectrum disorder, attention-deficit hyperactivity disorder, or anxiety. The typically developing adolescents had significantly better caregiver-reported emotion regulation than adolescents with caregiver-reported neuropsychiatric and neurodevelopmental conditions. Additionally, emotion dysregulation significantly and positively correlated with and predicted internalizing and externalizing symptoms within each subgroup. Importantly, emotion dysregulation had a unique contribution to individual differences in the severity of internalizing and externalizing symptoms, above and beyond the diagnostic status. The research and translational implications of the study findings are discussed.

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Section: Discussionsupporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Brief Report: Emotion Regulation Influences on Internalizing and Externalizing Symptoms Across the Normative-Clinical Continuum

et al. 2021

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“…They have different ER strategies and rely more on others to regulate their emotions than their typically developing peers. In addition, ASD symptom severity and low executive functioning are associated with poorer ER abilities [ 123 ]. Thus, these same strategies used by [ 32 ] cannot be used for children with ASD.…”

Section: Resultsmentioning

confidence: 99%

Affective Communication for Socially Assistive Robots (SARs) for Children with Autism Spectrum Disorder: A Systematic Review

Cano

González

Gil

et al. 2021

Sensors

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Research on affective communication for socially assistive robots has been conducted to enable physical robots to perceive, express, and respond emotionally. However, the use of affective computing in social robots has been limited, especially when social robots are designed for children, and especially those with autism spectrum disorder (ASD). Social robots are based on cognitive-affective models, which allow them to communicate with people following social behaviors and rules. However, interactions between a child and a robot may change or be different compared to those with an adult or when the child has an emotional deficit. In this study, we systematically reviewed studies related to computational models of emotions for children with ASD. We used the Scopus, WoS, Springer, and IEEE-Xplore databases to answer different research questions related to the definition, interaction, and design of computational models supported by theoretical psychology approaches from 1997 to 2021. Our review found 46 articles; not all the studies considered children or those with ASD.

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“…Alongside the core design features discussed above, we identi ed the need to support management of children's anxiety around exibility (7), which is in keeping with previously reported links between resistance to change and anxiety (Woodcock et al, 2009a). In our design prototype speci cation, this is implemented via a number of available supported emotion regulation strategies, which may be selected for use by the caregiver and child -satisfying the high variability evident in effective emotion regulation strategies across individuals and contexts (Cibralic, Kohlhoff, Wallace, McMahon & Eapen, 2019).…”

Section: Discussionmentioning

confidence: 96%

Understanding the Psycho-Social Context for a New Early intervention for Resistance to Change that Aims to Strike a Beneficial Balance Between Structure and Flexibility

Blackwell

Zylberberg

Scerif

et al. 2021

Preprint

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Background: Emotional and behavioural problems linked to changes to expectations – resistance to change – are linked to disability in neurodevelopmental disorders, including autism spectrum disorder (ASD), Prader-Willi (PWS) and fragile X syndromes (FXS). Structuring routines is best practice for minimising current resistance to change. But complete structure is impractical and flexibility in early life may actually reduce later resistance by supporting cognitive development. We aimed to examine the psycho-social context of families with children at risk of developing resistance to change so as to identify design requirements for an intervention that strikes a beneficial balance between structure and flexibility. Methods: Thirty-six caregivers of children aged 4-12 years (17 ASD, 15 PWS, and 4 FXS) took part in an interview designed collaboratively with 12 professional stakeholders. Results: Children need to feel like they are in control of flexibility but they also need support in choice making, understanding plans (using individually tailored visuals) and anxiety reduction. Caregivers need an accessible approach that they have full control over, and which they can tailor for their child. Caregivers also need clear guidance, education and support around structure and flexibility. Conclusions: We propose a digital approach which addresses the needs identified. It tackles the most perplexing challenge by presenting flexibility to children in the context of a game that children can feel they have full control over, whilst caregivers can maintain control in reality. Furthermore, individualised support for children and caregivers would be enabled.

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A systematic review of emotion regulation in children with Autism Spectrum Disorder

Cited by 73 publications

References 64 publications

Brief Report: Emotion Regulation Influences on Internalizing and Externalizing Symptoms Across the Normative-Clinical Continuum

Brief Report: Emotion Regulation Influences on Internalizing and Externalizing Symptoms Across the Normative-Clinical Continuum

Affective Communication for Socially Assistive Robots (SARs) for Children with Autism Spectrum Disorder: A Systematic Review

Understanding the Psycho-Social Context for a New Early intervention for Resistance to Change that Aims to Strike a Beneficial Balance Between Structure and Flexibility

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