Self-reported emotion regulation in children with autism spectrum disorder, without intellectual disability / Talia BURTON in Research in Autism Spectrum Disorders, 76 (August 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 76 (August 2020) . - p.101599 Titre : Self-reported emotion regulation in children with autism spectrum disorder, without intellectual disability Type de document : Texte imprimé et/ou numérique Auteurs : Talia BURTON, Auteur ; Belinda RATCLIFFE, Auteur ; James COLLISON, Auteur ; David DOSSETOR, Auteur ; Michelle WONG, Auteur Article en page(s) : p.101599 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Emotion regulation  Social skills  Mental health  Autism severity Index. décimale : PER Périodiques Résumé : Background Emotion regulation (ER) may be a critical underlying factor contributing to mental health disorders in children with Autism Spectrum Disorder (ASD). Scant literature has utilised self-reported ER in children with ASD and explored the association between mental health and social skills. This study explored the association between self-reported ER skills, and parent/teacher proxy reports of ER, social skills, autism severity and mental health. Method The pre-existing data set included a community sample of 217 students aged seven to 13-years (Mage?=?9.51, SD?=?1.26; 195 Male, 22 Female) with ASD. The study employed a correlational design, whereby existing variables were explored as they occurred naturally (Hills, 2011). Children self-rated ER, while parents and teachers rated ER, social skills, and mental health difficulties via standardised questionnaires. Results Multiple regression analyses were conducted separately for parent and teacher reports. The linear combination of parent-reported emotion regulation, social skills, autism severity, and child-reported ER accounted for 46.5 % of the variance, compared to 58.7 % for the teacher-report analysis. Social skills appeared to be a stronger predictor of mental difficulties than emotional regulation irrespective of source. Conclusions The current study suggests self-reported ER to be a significant contributor to mental health when in isolation. However, in the context of social skills and autism severity, ER is no longer a significant contributor in a child and adolescent community sample, in determining mental health. This suggests, that for children aged seven to 13-years with ASD, without ID, to reduce mental health difficulties, social skills may be the focus of intervention, with some focus on ER ability. En ligne : https://doi.org/10.1016/j.rasd.2020.101599 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429 [article] Self-reported emotion regulation in children with autism spectrum disorder, without intellectual disability [Texte imprimé et/ou numérique] / Talia BURTON, Auteur ; Belinda RATCLIFFE, Auteur ; James COLLISON, Auteur ; David DOSSETOR, Auteur ; Michelle WONG, Auteur . - p.101599. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 76 (August 2020) . - p.101599 Mots-clés : Autism spectrum disorder  Emotion regulation  Social skills  Mental health  Autism severity Index. décimale : PER Périodiques Résumé : Background Emotion regulation (ER) may be a critical underlying factor contributing to mental health disorders in children with Autism Spectrum Disorder (ASD). Scant literature has utilised self-reported ER in children with ASD and explored the association between mental health and social skills. This study explored the association between self-reported ER skills, and parent/teacher proxy reports of ER, social skills, autism severity and mental health. Method The pre-existing data set included a community sample of 217 students aged seven to 13-years (Mage?=?9.51, SD?=?1.26; 195 Male, 22 Female) with ASD. The study employed a correlational design, whereby existing variables were explored as they occurred naturally (Hills, 2011). Children self-rated ER, while parents and teachers rated ER, social skills, and mental health difficulties via standardised questionnaires. Results Multiple regression analyses were conducted separately for parent and teacher reports. The linear combination of parent-reported emotion regulation, social skills, autism severity, and child-reported ER accounted for 46.5 % of the variance, compared to 58.7 % for the teacher-report analysis. Social skills appeared to be a stronger predictor of mental difficulties than emotional regulation irrespective of source. Conclusions The current study suggests self-reported ER to be a significant contributor to mental health when in isolation. However, in the context of social skills and autism severity, ER is no longer a significant contributor in a child and adolescent community sample, in determining mental health. This suggests, that for children aged seven to 13-years with ASD, without ID, to reduce mental health difficulties, social skills may be the focus of intervention, with some focus on ER ability. En ligne : https://doi.org/10.1016/j.rasd.2020.101599 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429

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