Emotion Regulation in the Context of Frustration in Children with High Functioning Autism and Their Typical Peers

Autor/inn/en	Jahromi, Laudan B.; Meek, Shantel E.; Ober-Reynolds, Sharman
Titel	Emotion Regulation in the Context of Frustration in Children with High Functioning Autism and Their Typical Peers
Quelle	In: Journal of Child Psychology and Psychiatry, 53 (2012) 12, S.1250-1258 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9630
DOI	10.1111/j.1469-7610.2012.02560.x
Schlagwörter	Autism; Video Technology; Coping; Emotional Response; Emotional Development; Comparative Analysis; Nonverbal Communication; Child Behavior; Pervasive Developmental Disorders; Negative Attitudes; Young Children; Expressive Language; Receptive Language; Psychological Patterns; Preschool Language Scale + Suchen Sie Ihr Suchwort? Autismus; Bewältigung; Emotionales Verhalten; Gefühlsbildung; Non-verbal communication; Nonverbale Kommunikation; Negative Fixierung; Frühe Kindheit; Rezeptive Kommunikationsfähigkeit
Abstract	Background: It is well accepted that emotion regulation difficulties are a serious concern for children with ASD, yet empirical studies of this construct are limited for this population. The present study describes group differences between high functioning children with autism and their typical peers in frustration and discrete coping strategies for emotion regulation. We also use sequential analyses to test differences in the "efficacy" of individual coping strategies at regulating children's frustration. Methods: Subjects were 20 children with autism (M = 59 months) and 20 developmentally matched typically developing children (M = 50 months). Measures of children's frustration (negative facial expressions and behaviors, negative vocalizations, resignation) and emotion regulation coping strategies were observationally coded from structured video recordings. Results: Children with autism displayed a higher intensity and duration of resignation, and the group difference became most pronounced when children worked alone during the parent-absent segment of the locked box task. Children with autism used significantly more avoidance and venting strategies, and fewer constructive strategies than typical children. Sequential analyses revealed that social support strategies (orienting and verbalizing to the experimenter) were ineffective for children with autism, while these behaviors, vocal venting, and distraction strategies were all effective for typically developing children. Conclusions: The results go beyond the recent literature by offering a rich description of children's efforts to regulate their frustration when faced with challenge, and point to important contextual differences in the efficacy of children's coping strategies. (Contains 1 table and 1 figure.) (As Provided).
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Update	2017/4/10