[article] 
inResearch in Autism Spectrum Disorders > 7-2 (February 2013) . - p.235-246

Titre :	The importance of self-regulation for the school and peer engagement of children with high-functioning autism
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Laudan B. JAHROMI, Auteur ; Crystal I. BRYCE, Auteur ; Jodi SWANSON, Auteur
Année de publication :	2013
Article en page(s) :	p.235-246
Langues :	Anglais (eng)
Mots-clés :	Emotion regulation  Executive function  Effortful control  Joint engagement  School engagement  Prosocial behavior
Index. décimale :	PER Périodiques
Résumé :	This study examined individual differences in self-regulation, emotional and behavioral school engagement, and prosocial peer engagement in a sample of 40 children that included children with high functioning autism (HFA; n = 20) and their typical peers (n = 20). Children were 54.57 months on average at recruitment. Measures of self-regulation included parents' reports of emotion regulation, effortful control, and executive function; direct observations of executive function skills; and observations of joint engagement during a parent'child interaction. Parents reported on school and prosocial peer engagement approximately one year later. Children with HFA had significantly impaired self-regulation, and decreased school and peer engagement. Executive function predicted both emotional and behavioral school engagement, whereas emotion regulation predicted prosocial peer engagement. The relation between effortful control and subsequent prosocial peer engagement was moderated by diagnostic group, suggesting it served a protective function for behaviors of children with HFA in the school setting.
En ligne :	http://dx.doi.org/10.1016/j.rasd.2012.08.012
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=186

[article] The importance of self-regulation for the school and peer engagement of children with high-functioning autism [Texte imprimé et/ou numérique] / Laudan B. JAHROMI, Auteur ; Crystal I. BRYCE, Auteur ; Jodi SWANSON, Auteur . - 2013 . - p.235-246.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-2 (February 2013) . - p.235-246

Mots-clés :	Emotion regulation  Executive function  Effortful control  Joint engagement  School engagement  Prosocial behavior
Index. décimale :	PER Périodiques
Résumé :	This study examined individual differences in self-regulation, emotional and behavioral school engagement, and prosocial peer engagement in a sample of 40 children that included children with high functioning autism (HFA; n = 20) and their typical peers (n = 20). Children were 54.57 months on average at recruitment. Measures of self-regulation included parents' reports of emotion regulation, effortful control, and executive function; direct observations of executive function skills; and observations of joint engagement during a parent'child interaction. Parents reported on school and prosocial peer engagement approximately one year later. Children with HFA had significantly impaired self-regulation, and decreased school and peer engagement. Executive function predicted both emotional and behavioral school engagement, whereas emotion regulation predicted prosocial peer engagement. The relation between effortful control and subsequent prosocial peer engagement was moderated by diagnostic group, suggesting it served a protective function for behaviors of children with HFA in the school setting.
En ligne :	http://dx.doi.org/10.1016/j.rasd.2012.08.012
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=186