4 recherche sur le mot-clé 'Co-regulation'

Expression and co-regulation of negative emotion in 18-month-olds at increased likelihood for autism with diverse developmental outcomes / Jessie B. NORTHRUP in Autism, 28-10 (October 2024)  

Public ISBD [article]  inAutism > 28-10 (October 2024) . - p.2534-2548 Titre : Expression and co-regulation of negative emotion in 18-month-olds at increased likelihood for autism with diverse developmental outcomes Type de document : texte imprimé Auteurs : Jessie B. NORTHRUP, Auteur ; Kaitlyn B. CORTEZ, Auteur ; Carla A. MAZEFSKY, Auteur ; Jana M. IVERSON, Auteur Article en page(s) : p.2534-2548 Langues : Anglais (eng) Mots-clés : autism  co-regulation  emotion expression  emotion regulation  negative emotion Index. décimale : PER Périodiques Résumé : Emotion dysregulation is a common challenge for autistic individuals, yet research examining early emotion regulation processes in autism is lacking. The present study examined negative emotion expression and parent-child co-regulatory processes in 18-month-old younger siblings of autistic children (children with an "elevated likelihood" (EL) of autism) with diverse outcomes: autism, language delay without autism (EL-LD), and no delay/diagnosis (EL-ND). Thirty-nine toddlers were videotaped at home with a parent. Negative emotion and parent co-regulatory responses were coded from the video. Results indicated that autistic toddlers exhibited more high-intensity negative emotion than EL-ND toddlers. The likelihood of negative emotion continuing once initiated was higher for autistic and EL-LD toddlers. Parental co-regulation strategy use was similar across groups. Parental co-regulation reduced the likelihood of continued negative emotion, although the effect appeared somewhat weaker for autistic toddlers. This research corroborates evidence that increased risk for heightened and prolonged negative emotion starts early in autistic children and, to a lesser extent, in EL-LD children. Parents of all children were highly responsive, but coregulatory responses may be less effective at reducing negative emotions for autistic children. While more research is needed, the present study contributes to our understanding of the unique emotional experiences of autistic toddlers. Lay Abstract Managing negative emotion can be challenging for autistic individuals and their families from a young age. Parents help young children manage negative emotions by responding in comforting or supportive ways. Not much research has examined how negative emotions and parent responses to negative emotions are different in very young autistic children. This study used videotapes of 18-month-old toddlers and parents at home. We examined how much and how intensely toddlers expressed negative emotion in everyday situations, and how parents responded. Participants were younger siblings of autistic children, and we compared three groups-children that (1) later received an autism diagnosis; (2) had language delays but not autism; and (3) had no delays or autism. We found that autistic toddlers' negative emotion was more likely to be intense and to continue once it started compared with children without delays or autism. Language-delayed toddlers also showed some, but not all these differences. Parents responded similarly to negative emotions in all groups. When parents used strategies to help, it reduced the chances of the negative emotions continuing, although it may have been less helpful for autistic toddlers. This study shows that autistic children may express more intense and long-lasting negative emotions from an early age. It also shows that parents of autistic children are very responsive to their children s negative emotions, but these responses may not be as helpful to autistic children. While more research is needed, this study helps us understand how autistic toddlers may express and experience emotions differently. En ligne : https://dx.doi.org/10.1177/13623613241233664 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536 [article] Expression and co-regulation of negative emotion in 18-month-olds at increased likelihood for autism with diverse developmental outcomes [texte imprimé] / Jessie B. NORTHRUP, Auteur ; Kaitlyn B. CORTEZ, Auteur ; Carla A. MAZEFSKY, Auteur ; Jana M. IVERSON, Auteur . - p.2534-2548. Langues : Anglais (eng) in Autism > 28-10 (October 2024) . - p.2534-2548 Mots-clés : autism  co-regulation  emotion expression  emotion regulation  negative emotion Index. décimale : PER Périodiques Résumé : Emotion dysregulation is a common challenge for autistic individuals, yet research examining early emotion regulation processes in autism is lacking. The present study examined negative emotion expression and parent-child co-regulatory processes in 18-month-old younger siblings of autistic children (children with an "elevated likelihood" (EL) of autism) with diverse outcomes: autism, language delay without autism (EL-LD), and no delay/diagnosis (EL-ND). Thirty-nine toddlers were videotaped at home with a parent. Negative emotion and parent co-regulatory responses were coded from the video. Results indicated that autistic toddlers exhibited more high-intensity negative emotion than EL-ND toddlers. The likelihood of negative emotion continuing once initiated was higher for autistic and EL-LD toddlers. Parental co-regulation strategy use was similar across groups. Parental co-regulation reduced the likelihood of continued negative emotion, although the effect appeared somewhat weaker for autistic toddlers. This research corroborates evidence that increased risk for heightened and prolonged negative emotion starts early in autistic children and, to a lesser extent, in EL-LD children. Parents of all children were highly responsive, but coregulatory responses may be less effective at reducing negative emotions for autistic children. While more research is needed, the present study contributes to our understanding of the unique emotional experiences of autistic toddlers. Lay Abstract Managing negative emotion can be challenging for autistic individuals and their families from a young age. Parents help young children manage negative emotions by responding in comforting or supportive ways. Not much research has examined how negative emotions and parent responses to negative emotions are different in very young autistic children. This study used videotapes of 18-month-old toddlers and parents at home. We examined how much and how intensely toddlers expressed negative emotion in everyday situations, and how parents responded. Participants were younger siblings of autistic children, and we compared three groups-children that (1) later received an autism diagnosis; (2) had language delays but not autism; and (3) had no delays or autism. We found that autistic toddlers' negative emotion was more likely to be intense and to continue once it started compared with children without delays or autism. Language-delayed toddlers also showed some, but not all these differences. Parents responded similarly to negative emotions in all groups. When parents used strategies to help, it reduced the chances of the negative emotions continuing, although it may have been less helpful for autistic toddlers. This study shows that autistic children may express more intense and long-lasting negative emotions from an early age. It also shows that parents of autistic children are very responsive to their children s negative emotions, but these responses may not be as helpful to autistic children. While more research is needed, this study helps us understand how autistic toddlers may express and experience emotions differently. En ligne : https://dx.doi.org/10.1177/13623613241233664 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536

A Cross-Sectional Examination of the Internalization of Emotion Co-regulatory Support in Children with ASD / Jason K. BAKER in Journal of Autism and Developmental Disorders, 49-10 (October 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-10 (October 2019) . - p.4332-4338 Titre : A Cross-Sectional Examination of the Internalization of Emotion Co-regulatory Support in Children with ASD Type de document : texte imprimé Auteurs : Jason K. BAKER, Auteur ; Rachel M. FENNING, Auteur ; Jacquelyn MOFFITT, Auteur Article en page(s) : p.4332-4338 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Co-regulation  Cross-sectional  Emotion regulation  Parent-child interaction Index. décimale : PER Périodiques Résumé : Cross-sectional data from Fenning et al. (J Autism Dev Disord, 48:3858-3870, 2018) were used to examine age differences in processes related to the development of emotion regulation in children with autism spectrum disorder (ASD). Forty-six children with ASD between the ages of 4 and 11 years and their primary caregivers participated in structured laboratory tasks from which parental scaffolding and child dysregulation were coded. Moderation analyses suggested increased internalization of parental co-regulatory support with age, as evidenced by more coherence in dysregulation across dyadic and independent contexts and a stronger inverse relation between parental scaffolding and independent dysregulation. Children's estimated mental age did not account for these effects. Implications for understanding and promoting the development of emotion regulation in children with ASD are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04091-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407 [article] A Cross-Sectional Examination of the Internalization of Emotion Co-regulatory Support in Children with ASD [texte imprimé] / Jason K. BAKER, Auteur ; Rachel M. FENNING, Auteur ; Jacquelyn MOFFITT, Auteur . - p.4332-4338. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-10 (October 2019) . - p.4332-4338 Mots-clés : Autism spectrum disorder  Co-regulation  Cross-sectional  Emotion regulation  Parent-child interaction Index. décimale : PER Périodiques Résumé : Cross-sectional data from Fenning et al. (J Autism Dev Disord, 48:3858-3870, 2018) were used to examine age differences in processes related to the development of emotion regulation in children with autism spectrum disorder (ASD). Forty-six children with ASD between the ages of 4 and 11 years and their primary caregivers participated in structured laboratory tasks from which parental scaffolding and child dysregulation were coded. Moderation analyses suggested increased internalization of parental co-regulatory support with age, as evidenced by more coherence in dysregulation across dyadic and independent contexts and a stronger inverse relation between parental scaffolding and independent dysregulation. Children's estimated mental age did not account for these effects. Implications for understanding and promoting the development of emotion regulation in children with ASD are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04091-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407

A non-systematic overview review of self-focused emotion regulation in autistic individuals through the lens of the extended process model / Ru Ying CAI in Autism, 29-5 (May 2025)  

Public ISBD [article]  inAutism > 29-5 (May 2025) . - p.1118-1128 Titre : A non-systematic overview review of self-focused emotion regulation in autistic individuals through the lens of the extended process model Type de document : texte imprimé Auteurs : Ru Ying CAI, Auteur ; Andrea C. SAMSON, Auteur Article en page(s) : p.1118-1128 Langues : Anglais (eng) Mots-clés : autism  co-regulation  dysregulation  emotion regulation  process model Index. décimale : PER Périodiques Résumé : Difficulties regulating emotions have been coined as inherent to autism, possibly even presenting a core difficulty of autism. While several models of emotion regulation have been proposed in the past, in this targeted review article, we aim to map emotion regulation difficulties in autistic individuals within the framework of the extended process model of emotion regulation. This model can be considered the most comprehensive one currently incorporating not only different emotion regulation strategy groups but also different stages and processes involved in successful self-focused emotion regulation. Within this model, we will identify areas and domains as specifically impacted by autistic individuals. We will also outline gaps in the literature and provide suggestions for future research that can help deepen our understanding of the emotion regulation processes of autistic individuals. The ultimate goal is to develop specific support programs that address specific emotion regulation mechanisms, providing a much more individualized support approach.Lay abstract What do we already know about emotion regulation in autism?We know that many autistic children, youth, and adults experience difficulties regulating emotions. Existing research has focused mainly on the differences in emotion regulation capabilities between autistic and non-autistic individuals, the relationships between autistic traits and emotion regulation, and how emotion regulation relates to other outcomes, such as social skills and mental health.What does this paper add?We want to take a new approach to review the existing emotion regulation research through the lens of a specific theoretical model: the extended process model of emotion regulation. Professor James Gross developed this model. It consists of four emotion regulation phases: identification, selection, implementation, and monitoring.Our review revealed specific areas within these emotion regulation phases that could significantly impact the emotion regulation experiences of autistic individuals. We also outline the gaps in the research and propose avenues for future investigation.Implications for practiceBy deepening our understanding of emotion regulation in autistic individuals through the proposed future research, researchers and clinicians can pave the way for the development of tailored support programs. These programs will directly target specific emotion regulation mechanisms, offering a much-needed individualized support approach. En ligne : https://dx.doi.org/10.1177/13623613241302533 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=555 [article] A non-systematic overview review of self-focused emotion regulation in autistic individuals through the lens of the extended process model [texte imprimé] / Ru Ying CAI, Auteur ; Andrea C. SAMSON, Auteur . - p.1118-1128. Langues : Anglais (eng) in Autism > 29-5 (May 2025) . - p.1118-1128 Mots-clés : autism  co-regulation  dysregulation  emotion regulation  process model Index. décimale : PER Périodiques Résumé : Difficulties regulating emotions have been coined as inherent to autism, possibly even presenting a core difficulty of autism. While several models of emotion regulation have been proposed in the past, in this targeted review article, we aim to map emotion regulation difficulties in autistic individuals within the framework of the extended process model of emotion regulation. This model can be considered the most comprehensive one currently incorporating not only different emotion regulation strategy groups but also different stages and processes involved in successful self-focused emotion regulation. Within this model, we will identify areas and domains as specifically impacted by autistic individuals. We will also outline gaps in the literature and provide suggestions for future research that can help deepen our understanding of the emotion regulation processes of autistic individuals. The ultimate goal is to develop specific support programs that address specific emotion regulation mechanisms, providing a much more individualized support approach.Lay abstract What do we already know about emotion regulation in autism?We know that many autistic children, youth, and adults experience difficulties regulating emotions. Existing research has focused mainly on the differences in emotion regulation capabilities between autistic and non-autistic individuals, the relationships between autistic traits and emotion regulation, and how emotion regulation relates to other outcomes, such as social skills and mental health.What does this paper add?We want to take a new approach to review the existing emotion regulation research through the lens of a specific theoretical model: the extended process model of emotion regulation. Professor James Gross developed this model. It consists of four emotion regulation phases: identification, selection, implementation, and monitoring.Our review revealed specific areas within these emotion regulation phases that could significantly impact the emotion regulation experiences of autistic individuals. We also outline the gaps in the research and propose avenues for future investigation.Implications for practiceBy deepening our understanding of emotion regulation in autistic individuals through the proposed future research, researchers and clinicians can pave the way for the development of tailored support programs. These programs will directly target specific emotion regulation mechanisms, offering a much-needed individualized support approach. En ligne : https://dx.doi.org/10.1177/13623613241302533 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=555

A systematic review of emotion regulation in children with Autism Spectrum Disorder / Sara CIBRALIC in Research in Autism Spectrum Disorders, 68 (December 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 68 (December 2019) . - p.101422 Titre : A systematic review of emotion regulation in children with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Sara CIBRALIC, Auteur ; Jane KOHLHOFF, Auteur ; Nancy WALLACE, Auteur ; Catherine A. MCMAHON, Auteur ; Valsamma EAPEN, Auteur Article en page(s) : p.101422 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Developmental disability  Emotion regulation  Co-regulation  Extrinsic regulation  Intrinsic regulation  Toddlers  Preschoolers  Children Index. décimale : PER Périodiques Résumé : Background Autism Spectrum Disorder (ASD) has significant negative impacts on a child’s development as well as their family’s social, emotional, and economic wellbeing. In an effort to better understand the aeitology of ASD and therefore provide interventions for children on the autism spectrum, various factors have been taken into consideration, one of which is emotion regulation (ER) ability. This paper sought to synthesize the current research on ER in children, specifically young children (aged 12–72 months), with ASD to better understand the association between ASD and ER in young children. Method Research databases and reference lists of relevant papers were searched systematically for articles on ASD and ER in young children. Fifteen articles were identified that reported on ER in children with ASD and had participants that fell within the 12–72 month age range. These articles were systematically reviewed. Results Children with ASD were found to have a different repertoire of ER strategies and rely more on others to regulate their emotions than their typically developing peers; ASD symptom severity and executive functioning ability were associated with ER abilities; and treatments incorporating both parents and children were found to improve ER abilities in children. Conclusions Research on ER in young children with ASD is in its infancy with many of the studies reviewed being preliminary in nature. Furthermore, the majority of studies include participants that encompass a broad age range, making it difficult to distinguish the nature and occurrence of ER in toddlers and preschoolers with ASD from ER in older children and adolescence with ASD. Nonetheless, the review provides some insight into the nature of ER in young children with ASD and highlights important directions for future research. En ligne : https://doi.org/10.1016/j.rasd.2019.101422 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408 [article] A systematic review of emotion regulation in children with Autism Spectrum Disorder [texte imprimé] / Sara CIBRALIC, Auteur ; Jane KOHLHOFF, Auteur ; Nancy WALLACE, Auteur ; Catherine A. MCMAHON, Auteur ; Valsamma EAPEN, Auteur . - p.101422. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 68 (December 2019) . - p.101422 Mots-clés : Autism Spectrum Disorder  Developmental disability  Emotion regulation  Co-regulation  Extrinsic regulation  Intrinsic regulation  Toddlers  Preschoolers  Children Index. décimale : PER Périodiques Résumé : Background Autism Spectrum Disorder (ASD) has significant negative impacts on a child’s development as well as their family’s social, emotional, and economic wellbeing. In an effort to better understand the aeitology of ASD and therefore provide interventions for children on the autism spectrum, various factors have been taken into consideration, one of which is emotion regulation (ER) ability. This paper sought to synthesize the current research on ER in children, specifically young children (aged 12–72 months), with ASD to better understand the association between ASD and ER in young children. Method Research databases and reference lists of relevant papers were searched systematically for articles on ASD and ER in young children. Fifteen articles were identified that reported on ER in children with ASD and had participants that fell within the 12–72 month age range. These articles were systematically reviewed. Results Children with ASD were found to have a different repertoire of ER strategies and rely more on others to regulate their emotions than their typically developing peers; ASD symptom severity and executive functioning ability were associated with ER abilities; and treatments incorporating both parents and children were found to improve ER abilities in children. Conclusions Research on ER in young children with ASD is in its infancy with many of the studies reviewed being preliminary in nature. Furthermore, the majority of studies include participants that encompass a broad age range, making it difficult to distinguish the nature and occurrence of ER in toddlers and preschoolers with ASD from ER in older children and adolescence with ASD. Nonetheless, the review provides some insight into the nature of ER in young children with ASD and highlights important directions for future research. En ligne : https://doi.org/10.1016/j.rasd.2019.101422 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408