Self-Regulation in Young Children With Autism Spectrum Disorder: An Interdisciplinary Perspective on Emotion Regulation, Executive Function, and Effortful Control
Self-Regulation in Young Children With Autism Spectrum Disorder: An Interdisciplinary Perspective on Emotion Regulation, Executive Function, and Effortful Control
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DOI：
10.1016/bs.irrdd.2017.07.007
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发表时间：
2017-01-01
期刊：
影响因子：
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通讯作者：
Jahromi, Laudan B.
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文献类型：
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作者：
Jahromi, Laudan B.
Research in the field of developmental disabilities has a long tradition of drawing on multiple disciplines in an effort to gain a comprehensive account of children's atypical development. Given the pervasive nature of the developmental delays associated with autism spectrum disorder (ASD), a reliance on interdisciplinary work has been essential to the development of a comprehensive research base on this disorder. One area of work for which the field of ASD has drawn heavily from multiple perspectives is the topic of self-regulation. Self-regulation, defined as the organization or modulation of affective, mental, and behavioral responses, has been conceptualized to include control over emotional experiences and expressions (i.e., emotion regulation), cognitive or mental processes (i.e., executive function), and approach/withdrawal behaviors (i.e., effortful/behavioral control). In this chapter, interdisciplinary work from such fields as developmental and clinical psychology, neuropsychology, and special education is brought together to provide an integrated account of the development of self-regulation among young children with ASD. Implications for intervention are discussed.
