Emotion Dysregulation Predicts Impairments in Peer Interaction and Adaptive Functioning in Autistic Kindergartners / Yeseul SHIN in Autism Research, 19-5 (May 2026)  

Public ISBD [article]  inAutism Research > 19-5 (May 2026) . - p.e70225 Titre : Emotion Dysregulation Predicts Impairments in Peer Interaction and Adaptive Functioning in Autistic Kindergartners Type de document : texte imprimé Auteurs : Yeseul SHIN, Auteur ; Deanna SWAIN, Auteur ; Jeongjin KIM, Auteur ; Seok-Jun HONG, Auteur ; Catherine LORD, Auteur ; So Hyun KIM, Auteur Article en page(s) : p.e70225 Langues : Anglais (eng) Mots-clés : adaptive functioning  autism  emotion dysregulation  longitudinal effect  peer interaction Index. décimale : PER Périodiques Résumé : ABSTRACT Emotion Dysregulation (ED) refers to difficulties in using adaptive strategies to modulate and express emotional arousal in socially appropriate ways. While ED contributes to developmental trajectories including peer engagement, academic achievement, and mental health in neurotypical children, its impact on autistic children is unclear. This study examines whether ED emerging during school transition can affect peer and adaptive functioning in autistic kindergartners. Participants included 64 autistic children at kindergarten-entry (Mage?=?63.06?months) with the majority of children (n?=?53) followed at kindergarten-exit. ED was measured based on the Child Behavioral Checklist-Dysregulation Profile (CBCL-DP scores and severity levels) and the CBCL-Emotion Dysregulation Index scores (CBCL-EDI). Children's peer engagement was examined with the Penn Interactive Peer Play Scale (PIPPS) and adaptive functioning with the Vineland Adaptive Behavior Scales, Third Edition (VABS-3). Hierarchical linear regressions were conducted to examine whether ED at kindergarten-entry predicts peer interaction and adaptive functioning concurrently and longitudinally at kindergarten-exit while controlling for age, gender, nonverbal IQ, and autism symptom severity. One-way ANOVAs were analyzed to compare significant mean differences in peer interactions and adaptive functioning domains across three CBCL-DP severity levels. Higher ED at kindergarten-entry was a strong predictor of impairments in peer and adaptive skills at both kindergarten-entry and -exit. Significant mean differences in peer interaction and adaptive social outcomes were found at both times across CBCL-DP severity levels categorized at kindergarten-entry. Targeted intervention for enhancing ED during the preschool years may optimally support peer engagement and adaptive functioning. En ligne : https://doi.org/10.1002/aur.70225 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=587 [article] Emotion Dysregulation Predicts Impairments in Peer Interaction and Adaptive Functioning in Autistic Kindergartners [texte imprimé] / Yeseul SHIN, Auteur ; Deanna SWAIN, Auteur ; Jeongjin KIM, Auteur ; Seok-Jun HONG, Auteur ; Catherine LORD, Auteur ; So Hyun KIM, Auteur . - p.e70225. Langues : Anglais (eng) in Autism Research > 19-5 (May 2026) . - p.e70225 Mots-clés : adaptive functioning  autism  emotion dysregulation  longitudinal effect  peer interaction Index. décimale : PER Périodiques Résumé : ABSTRACT Emotion Dysregulation (ED) refers to difficulties in using adaptive strategies to modulate and express emotional arousal in socially appropriate ways. While ED contributes to developmental trajectories including peer engagement, academic achievement, and mental health in neurotypical children, its impact on autistic children is unclear. This study examines whether ED emerging during school transition can affect peer and adaptive functioning in autistic kindergartners. Participants included 64 autistic children at kindergarten-entry (Mage?=?63.06?months) with the majority of children (n?=?53) followed at kindergarten-exit. ED was measured based on the Child Behavioral Checklist-Dysregulation Profile (CBCL-DP scores and severity levels) and the CBCL-Emotion Dysregulation Index scores (CBCL-EDI). Children's peer engagement was examined with the Penn Interactive Peer Play Scale (PIPPS) and adaptive functioning with the Vineland Adaptive Behavior Scales, Third Edition (VABS-3). Hierarchical linear regressions were conducted to examine whether ED at kindergarten-entry predicts peer interaction and adaptive functioning concurrently and longitudinally at kindergarten-exit while controlling for age, gender, nonverbal IQ, and autism symptom severity. One-way ANOVAs were analyzed to compare significant mean differences in peer interactions and adaptive functioning domains across three CBCL-DP severity levels. Higher ED at kindergarten-entry was a strong predictor of impairments in peer and adaptive skills at both kindergarten-entry and -exit. Significant mean differences in peer interaction and adaptive social outcomes were found at both times across CBCL-DP severity levels categorized at kindergarten-entry. Targeted intervention for enhancing ED during the preschool years may optimally support peer engagement and adaptive functioning. En ligne : https://doi.org/10.1002/aur.70225 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=587

Executive function predicts academic and social skills in autistic kindergartners based on a multimodal approach / Boin CHOI in Journal of Child Psychology and Psychiatry, 67-2 (February 2026)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 67-2 (February 2026) . - p.225-237 Titre : Executive function predicts academic and social skills in autistic kindergartners based on a multimodal approach Type de document : texte imprimé Auteurs : Boin CHOI, Auteur ; Haeun LEE, Auteur ; Laura KUHN, Auteur ; Jeongjin KIM, Auteur ; Seok-Jun HONG, Auteur ; Adriana DI MARTINO, Auteur ; Alessandro GOZZI, Auteur ; Michael V. LOMBARDO, Auteur ; Frederick J. MORRISON, Auteur ; Catherine LORD, Auteur ; So Hyun KIM, Auteur Article en page(s) : p.225-237 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  executive function  academic achievement  social skills Index. décimale : PER Périodiques Résumé : Background Executive functions (EF) are cognitive processes that underlie goal-directed abilities and behaviors which have been found to be variable in autistic children. While EFs are well-established predictors of academic and social outcomes in neurotypical children, it is unclear if these same associations are true for children with autism spectrum disorder (ASD). This study examined the relation between EF and academic and social skills in cognitively able, verbal kindergarteners with ASD, while using a multimeasurement approach to EF skills. Methods Participants included 67 autistic children aged 4?6?years longitudinally followed from kindergarten entry to exit. Children's EF was measured using a multimodal assessment approach with a computerized EF battery, behavioral observation, and parent report. Academic achievement and social skills were evaluated through a standardized assessment and parent report, respectively. Multiple regression models were conducted to explore the associations of EF with academic and social outcomes, while controlling for key demographic factors (e.g. age, sex, nonverbal IQ). Results EF, measured through the computerized battery, was significantly associated with math achievement when controlling for age, sex, and nonverbal IQ, both concurrently and longitudinally. EF difficulties, as reported by parents, were closely linked to current and later parent-reported peer play challenges. Conclusions These findings indicate that EF may be critical foundational skills for school success in young autistic children at school transition. Therefore, targeted EF interventions could be a powerful way to optimize academic and social development in autistic kindergarteners. The results also highlight the importance of a multimeasurement approach to EF assessment, as it provides a more comprehensive understanding of the broader impact of EF on key developmental outcomes in ASD. En ligne : https://doi.org/10.1111/jcpp.70038 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] Executive function predicts academic and social skills in autistic kindergartners based on a multimodal approach [texte imprimé] / Boin CHOI, Auteur ; Haeun LEE, Auteur ; Laura KUHN, Auteur ; Jeongjin KIM, Auteur ; Seok-Jun HONG, Auteur ; Adriana DI MARTINO, Auteur ; Alessandro GOZZI, Auteur ; Michael V. LOMBARDO, Auteur ; Frederick J. MORRISON, Auteur ; Catherine LORD, Auteur ; So Hyun KIM, Auteur . - p.225-237. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 67-2 (February 2026) . - p.225-237 Mots-clés : Autism spectrum disorder  executive function  academic achievement  social skills Index. décimale : PER Périodiques Résumé : Background Executive functions (EF) are cognitive processes that underlie goal-directed abilities and behaviors which have been found to be variable in autistic children. While EFs are well-established predictors of academic and social outcomes in neurotypical children, it is unclear if these same associations are true for children with autism spectrum disorder (ASD). This study examined the relation between EF and academic and social skills in cognitively able, verbal kindergarteners with ASD, while using a multimeasurement approach to EF skills. Methods Participants included 67 autistic children aged 4?6?years longitudinally followed from kindergarten entry to exit. Children's EF was measured using a multimodal assessment approach with a computerized EF battery, behavioral observation, and parent report. Academic achievement and social skills were evaluated through a standardized assessment and parent report, respectively. Multiple regression models were conducted to explore the associations of EF with academic and social outcomes, while controlling for key demographic factors (e.g. age, sex, nonverbal IQ). Results EF, measured through the computerized battery, was significantly associated with math achievement when controlling for age, sex, and nonverbal IQ, both concurrently and longitudinally. EF difficulties, as reported by parents, were closely linked to current and later parent-reported peer play challenges. Conclusions These findings indicate that EF may be critical foundational skills for school success in young autistic children at school transition. Therefore, targeted EF interventions could be a powerful way to optimize academic and social development in autistic kindergarteners. The results also highlight the importance of a multimeasurement approach to EF assessment, as it provides a more comprehensive understanding of the broader impact of EF on key developmental outcomes in ASD. En ligne : https://doi.org/10.1111/jcpp.70038 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

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