Emotional Regulation Strategies for Elementary School Children with Autism Spectrum Disorder

Evidence from Participant Observation in Treatment

Abstract

This study explored the characteristics of emotional regulation strategies of elementary school children with autism spectrum disorder （ASD） from the episodes of successful or difficult regulation situations. The study used the participant observation method. The participants were three boys diagnosed with ASD （mean age=10.7 years） . The results indicated that elementary school children with ASD faced different situations that aroused their emotions. Moreover, various strategies were used in successful regulation situations to self-regulate or for adults to regulate their emotions. In addition, the strategy of verbalizing their situation, thoughts, and emotional states during self-talk triggered successful regulation. Contrarily, aggressive behavior of elementary school children with ASD in difficult regulation situations indicated attempts to change their situation. We concluded that aggressive behaviors suggest that elementary school children with ASD try to regulate their emotions, which are generally regarded as maladaptive.