The importance of self-regulation for the school and peer engagement of children with high-functioning autism
The importance of self-regulation for the school and peer engagement of children with high-functioning autism
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DOI：
10.1016/j.rasd.2012.08.012
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发表时间：
2013-02-01
影响因子：
2.5
通讯作者：
Swanson, Jodi
中科院分区：
文献类型：
--
作者：
Jahromi, Laudan B.;Bryce, Crystal I.;Swanson, Jodi
本研究考察了40名儿童在自我调节、情感和行为的学校参与、亲社会同伴参与方面的个体差异，其中包括高功能自闭症儿童（HFA; n = 20）和他们的典型同龄人（n = 20）。儿童入组时平均年龄为54.57个月。自我调节的测量包括父母对情绪调节、努力控制和执行功能的报告；直接观察执行功能技能；以及在亲子互动中共同参与的观察。大约一年后，父母报告了他们在学校和亲社会同伴的参与情况。患有HFA的儿童自我调节能力明显受损，学校和同伴参与减少。执行功能预测情绪和行为的学校参与，而情绪调节预测亲社会同伴参与。努力控制与随后的亲社会同伴参与之间的关系被诊断组调节，表明它对HFA儿童在学校环境中的行为起保护作用。(C) 2012 Elsevier Ltd.版权所有。
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. (C) 2012 Elsevier Ltd. All rights reserved.