[article]
| Titre : |
Parental strategies for emotion regulation in autistic and typically developing school-age children: An exploratory study |
| Type de document : |
texte imprimé |
| Auteurs : |
Reyhane BAKHTIARI, Auteur ; Mandeep GURM, Auteur ; Grace IAROCCI, Auteur |
| Article en page(s) : |
p.202907 |
| Langues : |
Anglais (eng) |
| Mots-clés : |
Autism Spectrum Disorder Emotion regulation Parental-child relationship Parenting Children |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Purpose This exploratory study examines the role of parental emotion co-regulation on the emotion and behaviour of school-age autistic and typically developing (TD) children. It focuses on comparing problem-solving strategies, emotional support, and cognitive reappraisal used by parents, and the children's emotions and behaviour. Methods Twenty autistic and twenty TD children participated in the study. Their interactions with parents were coded using behaviour coding methodology, with a mildly frustrating LEGO task. Results Parents in both groups displayed similar frequencies of problem-solving strategies, but emotional support and cognitive reappraisal were infrequent. No significant differences were found in negative emotions between groups, although TD children exhibited significantly more positive emotions than autistic children. Both groups used similar problem-solving strategies, but TD children were more likely to use the provided instructions during the task. Parental behaviours may have been differentially associated with emotional responses in TD and autistic children. Conclusion Our preliminary findings suggest that for TD children, emotional support and shifting to alternative solutions were associated with lower negative emotions. In contrast, in autistic children, strategies that focused on the problem and reframing the situation were associated with lower negative emotions, whereas emotional support and shifting strategies did not show the same pattern. Given the exploratory design, small sample size, and low frequency of the observed behaviours, further research is needed on how different parental co-regulation strategies support emotion regulation in autistic and typically developing children. |
| En ligne : |
https://doi.org/10.1016/j.reia.2026.202907 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585 |
in Research in Autism > 133 (May 2026) . - p.202907
[article] Parental strategies for emotion regulation in autistic and typically developing school-age children: An exploratory study [texte imprimé] / Reyhane BAKHTIARI, Auteur ; Mandeep GURM, Auteur ; Grace IAROCCI, Auteur . - p.202907. Langues : Anglais ( eng) in Research in Autism > 133 (May 2026) . - p.202907
| Mots-clés : |
Autism Spectrum Disorder Emotion regulation Parental-child relationship Parenting Children |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Purpose This exploratory study examines the role of parental emotion co-regulation on the emotion and behaviour of school-age autistic and typically developing (TD) children. It focuses on comparing problem-solving strategies, emotional support, and cognitive reappraisal used by parents, and the children's emotions and behaviour. Methods Twenty autistic and twenty TD children participated in the study. Their interactions with parents were coded using behaviour coding methodology, with a mildly frustrating LEGO task. Results Parents in both groups displayed similar frequencies of problem-solving strategies, but emotional support and cognitive reappraisal were infrequent. No significant differences were found in negative emotions between groups, although TD children exhibited significantly more positive emotions than autistic children. Both groups used similar problem-solving strategies, but TD children were more likely to use the provided instructions during the task. Parental behaviours may have been differentially associated with emotional responses in TD and autistic children. Conclusion Our preliminary findings suggest that for TD children, emotional support and shifting to alternative solutions were associated with lower negative emotions. In contrast, in autistic children, strategies that focused on the problem and reframing the situation were associated with lower negative emotions, whereas emotional support and shifting strategies did not show the same pattern. Given the exploratory design, small sample size, and low frequency of the observed behaviours, further research is needed on how different parental co-regulation strategies support emotion regulation in autistic and typically developing children. |
| En ligne : |
https://doi.org/10.1016/j.reia.2026.202907 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585 |
|  |
Parental strategies for emotion regulation in autistic and typically developing school-age children: An exploratory study in Research in Autism, 133 (May 2026)
