Emotion regulation in autism spectrum disorder: Where we are and where we need to go

Cai, Ru Ying; Richdale, Amanda L.; Uljarević, Mirko; Dissanayake, Cheryl; Samson, Andrea Christiane

doi:10.1002/aur.1968

Cited by 188 publications

(140 citation statements)

References 154 publications

(191 reference statements)

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“…Because social–emotional skills are not directly observable and rating scales require a high level of inference, SELweb's direct assessment format provides an ideal alternative to frequently used third‐party reports. The fact that the social domains SELweb assesses are implicated in both contemporary and longstanding models of ASD also supports its use in this population (Baron‐Cohen, ; Beauchamp & Anderson, ; Cai et al, ; Dawson et al, ; McMahon, Lerner, & Britton, ; Mendelson et al, ). Because challenges in emotion recognition, theory of mind, social problem solving, and self‐control may be present early in development and persistent over time, being able to evaluate performance with the same measure at different ages is another benefit of SELweb.…”

Section: Discussionmentioning

confidence: 88%

“…Impairments are also often seen in the ability to identify a complex social problem, adapt to the social environments accordingly, and generate and select socially appropriate solutions (e.g., Channon, Crawford, Orlowska, Parikh, & Thoma, ; Russo‐Ponsaran et al, ; Shulman, Guberman, Shiling, & Bauminger, ). Finally, individuals with ASD frequently exhibit difficulties with self‐control, or self‐regulation, such as the use of less adaptive self‐regulation strategies (e.g., Barnard‐Brak, Ivey‐Hatz, Ward, & Wei, ; Cai, Richdale, Uljarevic, Dissanayake, & Samson, ; Hepburn & Wolff, ; Loveland, ; Mazefsky et al, ).…”

Section: Introductionmentioning

confidence: 99%

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Web‐based Assessment of Social–Emotional Skills in School‐Aged Youth with Autism Spectrum Disorder

et al. 2019

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Few tools are available to comprehensively describe the unique social-emotional skill profiles of youth with autism spectrum disorder (ASD). The present study describes the usability, reliability, and validity of SELweb, a normed, web-based assessment designed to measure four core social-emotional domains, when used to measure these skills in a sample of 57 well-characterized youth with ASD (ages 6-10 years with IQ ≥ 80). SELweb measures facial emotion recognition, theory of mind, social problem solving, and self-control. SELweb was well tolerated and yielded scores with reliabilities comparable to those found in normative samples. SELweb scores showed good evidence of convergent and discriminant validity for three of the four skills it was designed to assess. Mean deficits were found for theory of mind, social problem solving, and self-control, whereas no mean deficits were found for emotion recognition. Individual profiles varied considerably, suggesting the sensitivity of SELweb to the within-and between-person individual differences among youth with ASD. Findings support the usefulness and accessibility of SELweb as a tool for measuring complex socialemotional skill profiles in youth with ASD.Lay Summary: No single, simple, high-quality test exists that measures multiple social thinking skills directly in children with autism spectrum disorder (ASD). The present study suggests that SELweb, a web-based assessment system, is an effective and valid way to measure how children with ASD think about and understand social and emotional information, and is able to capture strengths and weaknesses experienced by children with ASD.

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Section: Discussionmentioning

confidence: 88%

Section: Introductionmentioning

confidence: 99%

Web‐based Assessment of Social–Emotional Skills in School‐Aged Youth with Autism Spectrum Disorder

et al. 2019

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“…Children with autism spectrum disorder (ASD) demonstrate poorer adult outcomes [Baldwin, Costley, & Warren, ; Taylor, Henninger, & Mailick, ] and well‐being across the lifespan [Barneveld, Swaab, Fagel, van Engeland, & de Sonneville, ; Ikeda, Hinckson, & Krageloh, ; Potvin, Snider, Prelock, Wood‐Dauphinee, & Kehayia, ]. Research findings also indicate that children with ASD encounter difficulty with social relationships [Orsmond, Shattuck, Cooper, Sterzing, & Anderson, ; Orsmond, Krauss, & Seltzer, ], mental health [Ratcliffe, Wong, Dossetor, & Hayes, ; Lieb & Bohnert, ; Jackson & Dritschel, ], and emotional regulation [Richey et al, ; Cai, Richdale, Uljarevic, Dissanayake, & Samson, ; Bruggink, Huisman, Vuijk, Kraaij, & Garnefski, ]. Impairments in social competence are a core feature of ASD and include deficits in social communication and social interaction [APA, ].…”

Section: Introductionmentioning

confidence: 99%

Flourishing in children with autism spectrum disorders

et al. 2019

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Flourishing is an indicator of positive mental health and is important for children's development and well-being. We used variables from the National Survey of Children's Health 2016 as indicators of flourishing (difficulty making friends, is bullied, bullies others, shares ideas with family, argues, finishes tasks, does all homework, shows curiosity, stays calm, and cares about doing well in school) to compare differences in parent perceptions of their children with and without autism spectrum disorder (ASD). We anticipate that these findings will help identify intervention targets to support the well-being of individuals with ASD. Children between 6 and 17 years of age, without intellectual disability, brain injury, cerebral palsy, or Down syndrome were included. Total participants were 34,171 controls (male/female = 17,116/17,155) and 812 with ASD (male/female = 668/144). Factor analysis resulted in three-factor structures (social competence, behavioral control, and school motivation) with good model fit (root mean square error of approximation = 0.08, comparative fit index = 0.92, Tucker-Lewis index = 0.89). The multivariate regression model and propensity score with inverse probability of treatment weighting (PS-IPTW) method revealed that children with ASD had lower scores in the social competence and behavioral control factors compared to the control group (all P < 0.05). However, no significant differences were found in the school motivation factor between the two groups (P > 0.05) in both multivariate regression model and PS-IPTW method. Findings suggest that social competence and behavioral control are indicators of flourishing and are important intervention targets to increase flourishing among children with ASD. Autism Res 2019, 12: 952-966. Health 2016 to examine differences in parent perceptions of the indicators of flourishing (difficulty making friends, is bullied, bullies others, shares ideas with family, argues, finishes tasks, does all homework, shows curiosity, stays calm, and cares about doing well in school) between children with and without autism spectrum disorders (ASD). We anticipate that this information will help to identify therapeutic targets to support the well-being of individuals with ASD. Children between 6 and 17 years old, without intellectual disability (ID), brain injury (BI), cerebral palsy (CP), or Down syndrome (DS) were included. From the total (N = 50,212), we excluded children under age 6 (n = 14,494), those who once, but do not currently have ASD (n = 81), and those with ID (n = 432), BI (n = 170), CP (n = 35), and DS (n = 17), resulting in 34,983 records used. Total participants, age 6-17 years, were 34,171 controls (male/female = 17,116/17,155) and 812 with ASD (male/female = 668/144). Factor analysis resulted in the identification of three flourishing categories among the indicator variables (social competence, behavioral control, and school motivation). Children with ASD had lower scores in the social competence and behavioral control factors compared to the cont...

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“…According to our results, ASD may also affect the maturation, differentiation and regulation of emotions (Cai et al . 2018). As the different domains of ED are more or less affected in people with an additional ASD, also the developmental profiles were examined.…”

Section: Discussionmentioning

confidence: 99%

The impact of emotional development in people with autism spectrum disorder and intellectual developmental disability

Sappok

Heinrich

Böhm

2020

J intellect Disabil Res

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Background Intellectual developmental disabilities (IDDs) and autism spectrum disorders (ASDs) are developmental conditions, which may also be associated with impairments in emotional development (ED). ED can be assessed using the Scale of Emotional Development – Short (SED‐S), a five‐stage model consisting of eight domains, which allows to study the relationship between ASD and ED in people with IDD. Methods In this retrospective study, the level of ED was compared in 327 adults with IDD with [n = 83; mean age 38.3 years; level of IDD: mild (6), moderate (21), severe (45) and profound (11)] and without [n = 244, mean age 36.9 years; level of IDD: mild (67), moderate (73), severe (68) and profound (36)] ASD. The discriminative ability of the SED‐S was determined by a regression in a training and a validation sample. Results The level of ED correlated with the severity of IDD (rs = −.654) and the presence of ASD (rs = −.316). People with additional ASD showed lower levels of ED compared with those with IDD only (mean reference ages 7–18 vs 19–36 months). The developmental profiles were equally balanced in ASD and IDD‐only. A regression analysis revealed three domains (‘Relating‐to‐Peers’, ‘Differentiating‐Emotions’, and ‘Regulating‐Affect’) to be useful for ASD assignment (AUC > 0.70, sensitivity 0.76–0.80, specificity 0.62–0.63). Conclusions In people with IDD, additional ASD was associated with delays in ED, which may be considered in diagnostics, treatment and care.

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Emotion regulation in autism spectrum disorder: Where we are and where we need to go

Cited by 188 publications

References 154 publications

Web‐based Assessment of Social–Emotional Skills in School‐Aged Youth with Autism Spectrum Disorder

Web‐based Assessment of Social–Emotional Skills in School‐Aged Youth with Autism Spectrum Disorder

Flourishing in children with autism spectrum disorders

The impact of emotional development in people with autism spectrum disorder and intellectual developmental disability

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