Emotion regulation in the context of frustration in children with high functioning autism and their typical peers

Jahromi, Laudan B.; Meek, Shantel E.; Ober-Reynolds, Sharman

doi:10.1111/j.1469-7610.2012.02560.x

Cited by 186 publications

(133 citation statements)

References 37 publications

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“…Indeed, our results are consistent with recent studies in which the social and emotional development of children with ASD appears different when analyzed within the context of interactions with primary caregivers (Hirschler-Guttenberg et al 2015;Jahromi et al 2012;Warreyn et al 2005). For example, during the observation of spontaneous play, mothers of children with and without ASD were asked to respond briefly to their children's demands and also asked to restrict further interactions (Warreyn et al 2005).…”

Section: Dyadic Flexibility Of Mother-child Interactionssupporting

confidence: 80%

“…Children with ASD tend be less accurate with their identification of emotions and recognition of facial expressions across the six basic emotions (e.g., happiness, anger) (Lozier et al 2014). Two studies demonstrated that, compared to TD children, children with ASD tended to use more avoidance and venting strategies and employed less attention shifting and inhibitory control strategies in a frustration-eliciting stimulus (Konstantareas and Stewart 2006;Jahromi et al 2012). However, in a study where mothers and children were observed across three interaction contexts (free-play, a structured communication context, and a face-to-face interaction), young children with ASD did not differ from TD children in frequency or duration of smiles and frowns, although they showed fewer smiles in direct response to their mothers' smile (Dawson et al 1990).…”

mentioning

confidence: 99%

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Emotion Coregulation in Mother-Child Dyads: A Dynamic Systems Analysis of Children with and without Autism Spectrum Disorder

Guo

Garfin

et al. 2017

J Abnorm Child Psychol

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Few studies have investigated patterns of emotion coregulation in families of children with Autism Spectrum Disorder (ASD) or contrasted the ways in which their emotion coregulation patterns differ from families of typically developing (TD) children. To address this gap, we used a dynamic systems approach to compare flexible structure and emotional content of coregulation between mothers and children (3-7 years) with ASD (n = 47) and TD children (n = 26). Mother-child play interactions in the home were videotaped and emotion-engagement states were coded in micro-level 5-s intervals based on behavioral and affective expressions. Analyses indicated that mother-child dyads in the ASD group spent more time than dyads in the TD group in mismatched emotion-engagement states (e.g., child negative/mother positive), and children with ASD spent more time than TD children engaged exclusively with objects. Mother-child dyads in the TD group stayed longer in mutual positive engagement states. Compared to dyads in the TD group, mother-child dyads in the ASD group exhibited greater flexibility (i.e., a wider range of emotional-engagement states, more frequent changes in states, and less time in each state). These findings suggest that mothers and their children with ASD do not sustain dyadic positive engagement patterns in a low-stress environment. Findings confirmed the preference of children with ASD for objects over social partners, even when they are at home with their mothers, and elucidated a challenging mother-child interactional style. Results have implications for mother-child interventions aimed at regulating negative emotional states and sustaining positive ones in families raising children with ASD.

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Section: Dyadic Flexibility Of Mother-child Interactionssupporting

confidence: 80%

mentioning

confidence: 99%

Emotion Coregulation in Mother-Child Dyads: A Dynamic Systems Analysis of Children with and without Autism Spectrum Disorder

Guo

Garfin

et al. 2017

J Abnorm Child Psychol

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“…Six of the 10 studies that included naturalistic observation/behavior coding did so for more than one behavior. For example, Jahromi et al [2012] included naturalistic observation/behavioral codes for four separate behavioral indicators (i.e. negative and nonnegative vocalizations, resignation behaviors, facial affect and bodily negativity, and ER coping strategies) while completing two frustration eliciting tasks [attractive toy in a transparent box; Goldsmith, Reilly, Lemery, Longley, & Prescott, 1999, and unsolvable puzzles task; Smiley & Dweck, 1994].…”

Section: Methods Of Measurementmentioning

confidence: 99%

“…Individuals with ASD are known to react to emotionally aversive situations with behaviors that serve escape functions [Jahromi, Meek, & Ober-Reynolds, 2012], and inhibiting prosocial emotion-expressive behavior is also more common in individuals with ASD than in TD peers [Samson et al, 2012]. Individuals with ASD have been noted to have an overall higher rate of physiological arousal, making the regulation of emotional responses more difficult [Bal et al, 2010;Hirstein, Iversen, & Ramachandran, 2001;Kylliainen & Hietanen, 2006].…”

Section: Modal Model Of Ermentioning

confidence: 99%

A Systematic Literature Review of Emotion Regulation Measurement in Individuals With Autism Spectrum Disorder

2014

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Emotion regulation (ER) difficulties are a potential common factor underlying the presentation of multiple emotional and behavioral problems in individuals with Autism Spectrum Disorder (ASD). To provide an overview of how ER has been studied in individuals with ASD, we conducted a systematic review of the past 20 years of ER research in the ASD population, using established keywords from the most comprehensive ER literature review of the typically developing population to date. Out of an initial sampling of 305 studies, 32 were eligible for review. We examined the types of methods (self-report, informant report, naturalistic observation/ behavior coding, physiological, and open-ended) and the ER constructs based on Gross and Thompson's modal model (situation selection, situation modification, attention deployment, cognitive change, and response modulation). Studies most often assessed ER using one type of method and from a unidimensional perspective. Across the 32 studies, we documented the types of measures used and found that 38% of studies used self-report, 44% included an informant report measure, 31% included at least one naturalistic observation/behavior coding measure, 13% included at least one physiological measure, and 13% included at least one open-ended measure. Only 25% of studies used more than one method of measurement. The findings of the current review provide the field with an in-depth analysis of various ER measures and how each measure taps into an ER framework. Future research can use this model to examine ER in a multicomponent way and through multiple methods. Autism Res 2014, 7: 629-648 [American Psychiatric Association, 2013], and there is considerable evidence that the majority also struggle with associated emotional problems. For instance, in a population derived cohort of 5-to 16-year-olds, Totsika, Hastings, Emerson, Lancaster, and Berridge [2011] found that 85% of youth with ASD without an intellectual disability (ID) had clinically significant levels of hyperactivity, 74% of emotional problems, and 64% of conduct problems, compared to much lower rates in a typically developing comparison group (19% hyperactivity, 18% emotional problems, and 22% conduct problems). Further, youth with ID and ASD had higher rates of emotional disorders than those with only ID (88% vs. 63% for hyperactivity, 71% vs. 42% for emotional problems, and 65% vs. 46% for conduct problems, respectively). There is also considerable co-occurrence of multiple emotional problems in individuals with ASD. Approximately 40-50% of youth with ASD are estimated to meet criteria for two or more psychiatric disorders, often combining attentional or behavioral problems (e.g. ADHD) with internalizing problems (e.g. anxiety disorder), even after taking into account symptoms that may be related to core ASD sociocommunicative and behavioral symptoms [Leyfer et al., 2006;Simonoff et al., 2008].

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“…Maladaptive or idiosyncratic strategies (see Laurent and Rubin 2004), such as avoidance, venting, or crying, are used more frequently by children with ASD (Konstantareas and Stewart 2006;Jahromi et al 2012). Recently, one study suggested that children and adolescents with ASD made less frequent and less effective use of adaptive emotion regulation strategies such as goal-directed behaviors or social support seeking compared to typically developing youth (Jahromi et al 2012). This decreased use of adaptive and increased use of maladaptive emotion regulation strategies has also been shown in adults, where individuals with ASD were found to use less cognitive reappraisal, but more often expressive suppression than matched non-ASD participants (Samson et al 2012).…”

Section: Introductionmentioning

confidence: 99%

Emotion Dysregulation and the Core Features of Autism Spectrum Disorder

Samson

Phillips

Parker

et al. 2013

J Autism Dev Disord

223

156

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The aim of this study was to examine the relationship between emotion dysregulation and the core features of Autism Spectrum Disorder (ASD), which include social/communication deficits, restricted/repetitive behaviors, and sensory abnormalities. An 18-item Emotion Dysregulation Index was developed on the basis of expert ratings of the Child Behavior Checklist. Compared to typically developing controls, children and adolescents with ASD showed more emotion dysregulation and had significantly greater symptom severity on all scales. Within ASD participants, emotion dysregulation was related to all core features of the disorder, but the strongest association was with repetitive behaviors. These findings may facilitate the development of more effective therapeutic strategies targeting emotion dysregulation in order to optimize longterm outcomes for individuals with ASD.

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Emotion regulation in the context of frustration in children with high functioning autism and their typical peers

Abstract: The results go beyond the recent literature by offering a rich description of children's efforts to regulate their frustration when faced with challenge, and point to important contextual differences in the efficacy of children's coping strategies.

Cited by 186 publications

References 37 publications

Emotion Coregulation in Mother-Child Dyads: A Dynamic Systems Analysis of Children with and without Autism Spectrum Disorder

Emotion Coregulation in Mother-Child Dyads: A Dynamic Systems Analysis of Children with and without Autism Spectrum Disorder

A Systematic Literature Review of Emotion Regulation Measurement in Individuals With Autism Spectrum Disorder

Emotion Dysregulation and the Core Features of Autism Spectrum Disorder

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