Unraveling the Self-Regulation Puzzle: Exploring Challenges and Interventions among Individuals with Autism Spectrum Disorder in the Elementary Age

Unraveling the Self-Regulation Puzzle: Exploring Challenges and Interventions among Individuals with Autism Spectrum Disorder in the Elementary Age

 

By Andrea Smith

Unraveling the Self-Regulation Puzzle: Exploring Challenges and Interventions among Individuals with Autism Spectrum Disorder in the Elementary Age

By Andrea Smith

Abstract

Self-regulation is an essential cognitive skill that refers to an individual’s ability to monitor, control, and adapt their behaviors, emotions, and cognitive processes in response to various demands. In the context of autism spectrum disorder (ASD), self-regulation plays a key role in daily functioning, social interactions, and overall well-being. The purpose of exploring how self-regulation impacts individuals with autism, the need for interventions, and the lifelong impacts can better help educators provide the strategies and support for the student’s success. To achieve this objective, I first reviewed the development of self-regulation as it pertains to individuals with ASD. I then reviewed the need for interventions to support self-regulation. Lastly, I reviewed how self-regulation can impact an individual long-term if they are unable to build the skills to self-regulate. The findings presented here hold significant implications for designing targeted interventions that empower individuals with autism to cultivate self-regulation skills and achieve success in the academic setting as well as in their daily lives.

Keywords: ASD, self-regulation, typical developing individual, emotional regulation

Unraveling the Self-Regulation Puzzle: Exploring Challenges and Interventions among Individuals with Autism Spectrum Disorder in the Elementary Age

Inzlicht et al. (2020) give an overview of self-regulation as the ability and learning process in which an individual begins to manage emotions, behaviors, and attitudes. This article, Integrating Models of Self-Regulation, mentions that “self-regulation involves steering one’s behavior toward a desired end state” (Inzlicht et al., 2020, p. 321). In the education setting, self-regulation is a critical skill for students to be successful. In this article, I have researched self-regulation among individuals with autism, the impact of interventions, and the lifelong impacts dysregulation can have on an individual. I teach an early kindergarten class with a variety of students, many of whom have been diagnosed with autism and have great difficulty with self-regulation. Self-regulation is of interest to me as I feel students at the early kindergarten to kindergarten age are being exposed to many new experiences that they have not had before, which often requires them to learn how to self-regulate in ways that they have never practiced. Many facets go along with learning about self-regulation to which one may consider issues. Self-regulation includes establishing goals, creating a monitoring process, seeking support, evaluating outcomes, and learning the consequences of self-regulation. By studying this topic, I hope to provide insight into how self-regulation affects students with autism by reviewing the literature, highlighting early intervention, and discovering lifelong benefits.

Self-regulation difficulties often bring burdens upon families of individuals with autism spectrum disorder (ASD) (Lin et al., 2020). These challenges can range from the emotional stress on family members and caregivers with feelings of helplessness, to facing sensory overload, the disruption of daily routines as simple as getting ready for school, or social isolation with concern for how the individual with ASD may react to certain situations. SR needs to be addressed early in life in order to provide the best support and positive outcome for the individual.

Review of Research

Individuals with ASD Develop Self-Regulation Skills at a Significantly Delayed Pace

Binns (2019) states self-regulation begins to develop during infancy and continues to develop through adulthood. As an infant, turning away from an overstimulating visual input is considered a form of self-regulating behavior (Binns, 2019). This act is removing oneself from stimulation to avoid becoming overwhelmed. “Characteristics of ASD, such as inflexibility, high demand for daily routine, as well as decreased capacity to read social cues, recognize emotions of others” (Conner et al. 2020, p. 932) can play a role in the dysregulation of emotions. Research comparing children with ASD to their non-ASD peers has shown that children with autism are “slower to adapt, less persistent, less able to focus and shift attention, more easily distracted, and more temperamentally challenging (p. 35). This means that in a classroom setting students with ASD may require more support than the typical developing student. Additionally, S. Cibralic, et al. (2019) concluded “that children with ASD were significantly more likely to display less persistence (i.e., higher levels of resignation), use more negative and fewer positive/neutral vocalizations, and use more venting and avoidance strategies when faced with frustration than [typical developing] children” (p. 8). With the delayed development of self-regulation skills, children with autism are experiencing heightened challenging behaviors such as tantrums, irritability, and aggressive behaviors. Externalizing behaviors are one of the most common concerns for families of children with autism when seeking mental and behavioral health services for their children (Neuhaus et al., 2019).  By knowing and understanding the delayed development and acquisition of self-regulation skills, educators can more effectively provide the support needed to guide individuals with autism to be successful.

Early Intervention for Individuals with Autism Spectrum Disorder

In response to the slower development of self-regulation, “specifically emotion regulation and executive functioning difficulties, [which] negatively impact engagement in academic and social settings” for individuals with ASD, “there is a need for interventions targeting social communication and self-regulation in school-age children” to help support and foster the growth of these skills (Nowell et al., 2019, 417). Educators must facilitate the learning of these skills through more individualized instruction to meet the needs of the student. Binns (2019) concluded that individuals with ASD experience more dysregulation than their peers so, “the parallel use of co-regulation and scaffolding strategies is recommended” (p. 36-37). Scaffolding can help develop executive functioning and metacognitive skills, which help “children problem solve, plan, set goals, self-monitor, and reflect” (Binns, 2019, p. 34).  One example of scaffolding is the use of leading questions to help guide the individual in a problem-solving task while simultaneously using co-regulation strategies of visuals or modifying the environment. Visuals could be picture cards to help with nonverbal communication or simple gestures that the individual uses to communicate. A way to modify the environment may be to use light covers for a dimmer light or to provide sensory areas for the student to use when feeling overwhelmed.  It should also be noted that “children with ASD employ different ER [emotion regulation] strategies than children without ASD and the strategies employed by children with ASD appear to be less effective at regulating emotions than those employed by their TD [typical developing] peers” (S. Cibralic, et al., 2019, p. 8). As a result, the strategies used for emotion regulation of an individual with ASD may look different, and it may be more difficult to determine which strategy would yield the most success. In light of the slower development of self-regulation skills in individuals with ASD, targeted interventions focused on social communication and self-regulation are essential to support their academic and social engagement (Nowell et al., 2019). Educators must adopt individualized instructional approaches, employing co-regulation and scaffolding strategies, to help foster the growth of executive functioning and metacognitive skills (Binns, 2019). While children with ASD may employ different emotion regulation strategies compared to their typical developing peers, understanding, and adapting to their unique needs is crucial in promoting effective emotional regulation (S. Cibralic et al., 2019).

Lifelong Benefits of Self-Regulation

The lifelong benefits of SR are vast and can positively impact various aspects of an individual’s life including “the acquisition of greater autonomy, at the same time that it is related to the development of adequate self-esteem and feelings of self-efficacy that facilitate social and school adjustment” (Alarcón-Espinoza et al., 2022, p. 1). The development of an appropriate level of self-esteem and self-efficacy allows an individual to be better equipped to manage conflict and criticism. C. S. Rohr et al. (2019) state, “at school, these skills enable children to follow teacher instructions despite distractions and to modulate arousal in a novel and demanding environment, which both contribute directly to their academic performance” (p. 1). In a typical classroom setting, there are various stimuli that can divert a child’s attention from the teacher which consequently impacts the learning. The ability to remain attentive and engaged in learning can enhance the ability to absorb and retain information. Improved attention and engagement can potentially aid in crucial skills such as driving as individuals age and begin transitioning into adulthood. Fok et al. (2019) found through research that “only 34% of autistic adolescents have their driver’s license compared to 83.5% of [typical developing] peers” (p.1). While individuals with ASD tend to have a lower rate of receiving a driver’s license, with the development of SR skills, “driving can be considered an appropriate transition target, as it is a central skill that enables successful, independent adult living opportunities” (Fok et al., 2022, p. 1). Furthermore, individuals that have cultivated self-regulating behaviors can control their responses and emotions and can build positive relationships with peers and adults (C. S. Rohr et al., 2019). The ability to form relationships and positive social interactions has long-term advantages leading to a more independent adult life. Once an individual is able to drive and build strong social relationships, this unlocks new possibilities for expanding employment, educational, and social opportunities. In sum, the development of SR skills offers vast lifelong benefits impacting various aspects of an individual’s life.

Discussion

The current study has examined and highlighted the need for self-regulation interventions for individuals with ASD as well as the lifelong benefits of SR. When providing early intervention and teaching SR strategies and skills, individuals with ASD may need more unique and adapted strategies than their typical developing peers. For example, a student with ASD may need a picture schedule to help with transitioning from one task to another, while the TD peer can simply follow verbal prompts. Similarly, the child may need to have a weighted lap blanket or wobble stool instead of a regular chair. Binns (2019) states, “Understanding the important role self-regulation plays in child development and recognizing that autistic individuals consistently face a range of challenges in self-regulation that persist into adulthood,” (36) is important when determining what strategies and individualized teaching of skills may be most successful. By providing tailored support and interventions, we can empower individuals with ASD to thrive and succeed in various aspects of life, fostering their personal growth and well-being.

Moreover, to achieve lifelong benefits teachers may teach metacognitive strategies, such as goal setting and self-reflection. These skills help students regulate learning and build resilience when facing setbacks. Teachers may also collaborate with parents to promote strategies to be used in the home and lifelong support. For example, teachers may organize and facilitate parent-teacher conferences to review student progress and goals. The teachers may also provide resources for the parents to help in collaboration to reinforce the skills learned in the classroom. In a high school career counseling program, counselors can not only focus on academic achievements but also emphasize the importance of lifelong learning. They introduce various resources and tools that students can use even after graduation, such as online courses, workshops, or mentoring programs. By instilling a passion for continuous learning, students are better prepared to adapt to the evolving demands of the job market and stay engaged in personal and professional growth throughout their lives. These examples showcase how teachers can implement metacognitive strategies, foster resilience, collaborate with parents for home support, and encourage lifelong learning to benefit their students’ overall development and success.

Conclusion

For individuals with ASD, SR may develop at a slower pace compared to TD peers necessitating targeted interventions and support. Early intervention is essential to individuals with ASD in their SR journey. The lifelong benefits of SR cannot be underestimated. Improved SR can have a positive impact on academic performance, social interactions, and independent living opportunities for individuals with ASD. It is through the collaboration of teachers and families that individuals with autism can be empowered to lead fulfilling lives and reach their full potential.

 

References

Alarcón-Espinoza, M., Sanduvete-Chaves, S., Anguera, M. T., Samper García, P., & Chacón-Moscoso, S. (2022). Emotional self-regulation in everyday life: A systematic review. Frontiers in Psychology, 13. www.frontiersin.org/articles/10.3389/fpsyg.2022.884756

Binns, A. (2019). Applying a self-regulation and communication framework to autism intervention. Autism and Developmental Disorders, 17(2), 34–45. doi.org/10.17759/autdd.2019170204

Cibralic, S., Kohlhoff, J., Wallace, N., McMahon, C., & Eapen, V. (2019). A systematic review of emotion regulation in children with Autism Spectrum Disorder. Research in Autism Spectrum Disorders, 68, 101422. doi.org/10.1016/j.rasd.2019.101422

Conner, C. M., White, S. W., Beck, K. B., Golt, J., Smith, I. C., & Mazefsky, C. A. (2019). Improving emotion regulation ability in autism: The Emotional Awareness and Skills Enhancement (Ease) program. Autism, 23(5), 1273–1287. doi.org/10.1177/1362361318810709

Conner, C. M., White, S. W., Scahill, L., & Mazefsky, C. A. (2020). The role of emotion regulation and core autism symptoms in the experience of anxiety in autism. Autism: The International Journal of Research and Practice, 24(4), 931–940. doi.org/10.1177/1362361320904217

Fok, M., Owens, J. M., Ollendick, T. H., & Scarpa, A. (2022). Perceived driving difficulty, negative affect, and emotion dysregulation in self-identified autistic emerging drivers. Frontiers in Psychology, 13, 754776. doi.org/10.3389/fpsyg.2022.754776

Inzlicht, M., Werner, K. M., Briskin, J. L., & Roberts, B. W. (2021). Integrating models of self-regulation. Annual Review of Psychology, 72(1), 319–345. doi.org/10.1146/annurev-psych-061020-105721

Lin, H.-Y., Ni, H.-C., Tseng, W.-Y. I., & Gau, S. S.-F. (2020). Characterizing intrinsic functional connectivity in relation to impaired self-regulation in intellectually able male youth with autism spectrum disorder. Autism, 24(5), 1201–1216. doi.org/10.1177/1362361319888104

Neuhaus, E., Webb, S. J., & Bernier, R. A. (2019). Linking social motivation with social skill: The role of emotion dysregulation in autism spectrum disorder. Development and Psychopathology, 31(3), 931–943. doi.org/10.1017/S0954579419000361

Nowell, S. W., Watson, L. R., Boyd, B., & Klinger, L. G. (2019). Efficacy study of a social communication and self-regulation intervention for school-age children with autism spectrum disorder: A randomized controlled trial. Language, Speech, and Hearing Services in Schools, 50(3), 416–433. doi.org/10.1044/2019_LSHSS-18-0093

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