There is not much research on emotional regulation for children on the autism spectrum. The wide range of functioning levels and social deficits make it difficult to address emotions for children with autism.  Teaching emotional regulation for higher functioning individuals can help them connect with their families, and help them live a more rewarding life. The most common challenge of individuals on the spectrum involves social understanding and creating interventions to address these issues.

Most interventions focus on the behavior, and are beneficial for those on the spectrum. However, individuals on the spectrum still experience difficult emotions, like anger and fear, resulting in stress. We know that stress can have a negative effect on the body.  Additionally, for these individuals, stress can be felt in sensory issues due to environmental challenges, like lighting and loud noises. This adds another layer of difficulty in teaching children with autism to regulate their emotions and manage stress. This might show in their behavior by disengagement, elopement, or outbursts. If behavior is communication, then learning what is being communicated is important to know- before intervening.

It’s not always easy to know the difference between symptoms of autism and misbehavior.  Effective strategies need to address the child’s social development and functioning. Those individuals that are higher functioning tend to have developed language skills, but often lack the ability to accurately identify, describe, or regulate their emotions.  These approaches do not replace the value of speech, occupational, or behavioral therapies, but are meant to address emotional needs.

In part two, we will look at the research, as well as learning and thinking patterns that impact how these strategies might be introduced. And then, we will put it all together into strategies that can be tailored for higher functioning individuals on the autism spectrum.  

Dustin Ellis, MMFT