1
|
den Boer JC, Klip H, Blonk A, Lenselink M, Kaijdoe SPT, Tielkes M, van Zandbeek A, Bres G, Herinx M, Staal WG, Rommelse N. Study Protocol: Pegasus: psychotherapy incorporating horses for 'therapy-resistant' adolescents with autism spectrum disorders, a study with series of randomised, baseline controlled n-of-1 trials. BMC Psychiatry 2024; 24:499. [PMID: 38987737 PMCID: PMC11238395 DOI: 10.1186/s12888-024-05879-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/24/2024] [Accepted: 05/30/2024] [Indexed: 07/12/2024] Open
Abstract
BACKGROUND For people with autism spectrum disorder (ASD), daily life can be highly stressful with many unpredictable events that can evoke emotion dysregulation (ED): a strong difficulty with appropriately negative affect regulation. For some of the patients with ASD, treatment as usual does not prove to be effective for ED. They may be at risk of life-long impairment, development of other disorders and loss of motivation for most regular forms of therapy. A highly promising method that may prove effective for therapy-resistant individuals with ASD is Psychotherapy incorporating horses (PIH). PIH uses the interactions of the horse and the patients on the ground and does not include horseriding. While often met with prejudgment and scepticism, reports from parents and therapists as well as a recent systematic review suggest that PIH may have beneficial effects on youths with ASD. Therefore, we examine clinical outcomes both in the short and in the long terms of PIH offered to adolescents with ASD and severe ED despite regular therapy. METHODS A total of 35 adolescents aged 11-18 years with ASD will receive PIH during 15 sessions once a week with randomization to five different groups differentiating in baseline phase from 2 to 6 weeks. PIH uses horses to promote social awareness and self-awareness as well as relationship management and self-management. The primary outcome is the response to treatment on the Emotion Dysregulation Index (EDI). The secondary outcome measures include ASD symptom severity, quality of life, self-esteem, global and family functioning, and goal attainment. Assessments take place at the baseline (T0), at the end of baseline phase A (T1), after completion of intervention phase B (T2), after the end of post-measurement phase C (T3) and after one year (T4). Qualitative interviews of participants, parents and therapists will be held to reveal facilitators and barriers of PIH and a cost-effectiveness study will be performed. DISCUSSION This study aims at contributing to clinical practice for adolescents with ASD and persistent emotion regulation problems despite 1.5 year of treatment by offering Psychotherapy incorporating horses in a study with series of randomised, baseline controlled n-of-1 trials. TRIAL REGISTRATION www. CLINICALTRIALS gov NCT05200351, December 10th 2021.
Collapse
Affiliation(s)
- Jenny C den Boer
- Karakter, Child and Adolescent Psychiatry, Ede, the Netherlands.
- Department of Psychiatry, Radboud University Medical Centre, Nijmegen, the Netherlands.
| | - Helen Klip
- Karakter, Child and Adolescent Psychiatry, Nijmegen, the Netherlands
| | | | | | | | - Melanie Tielkes
- Karakter, Child and Adolescent Psychiatry, Nijmegen, the Netherlands
| | | | | | | | - Wouter G Staal
- Karakter, Child and Adolescent Psychiatry, Nijmegen, the Netherlands
- Department of Psychiatry, Radboud University Medical Centre, Nijmegen, the Netherlands
- Institute for Brain and Cognition, Leiden, the Netherlands
| | - Nanda Rommelse
- Department of Developmental Psychology, Utrecht University, Utrecht, the Netherlands
| |
Collapse
|
2
|
Adams KL, Mandy W, Catmur C, Bird G. Potential mechanisms underlying the association between feeding and eating disorders and autism. Neurosci Biobehav Rev 2024; 162:105717. [PMID: 38754718 DOI: 10.1016/j.neubiorev.2024.105717] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/05/2024] [Revised: 03/26/2024] [Accepted: 05/07/2024] [Indexed: 05/18/2024]
Abstract
There is a reliable association between autism and Feeding and Eating Disorders. Concerningly, where these two conditions co-occur, clinical outcomes of Feeding and Eating Disorders are significantly worse, and treatment less effective, than when the Feeding and Eating Disorders occur in neurotypical individuals. Problematically, the reason for the association between autism and Feeding and Eating Disorders is poorly understood, which constrains advances in clinical care. This paper outlines several possible mechanisms that may underlie the observed association and suggests ways in which they may be empirically tested. Mechanisms are split into those producing an artefactual association, and those reflecting a genuine link between conditions. Artefactual associations may be due to conceptual overlap in both diagnostic criteria and measurement, Feeding and Eating Disorders causing transient autistic traits, or the association being non-specific in nature. A genuine association between autism and Feeding and Eating Disorders may be due to common causal factors, autism directly or indirectly causing Feeding and Eating Disorders, and Feeding and Eating Disorders being a female manifestation of autism.
Collapse
Affiliation(s)
- Kiera Louise Adams
- Department of Experimental Psychology, University of Oxford, Oxford, UK.
| | - William Mandy
- Division of Psychology and Language, University College London, London, UK
| | - Caroline Catmur
- Department of Psychology, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK
| | - Geoffrey Bird
- Department of Experimental Psychology, University of Oxford, Oxford, UK
| |
Collapse
|
3
|
Northrup JB, Mazefsky CA, Day TN. Valence and Intensity of Emotional Expression in Autistic and Non-Autistic Toddlers. J Autism Dev Disord 2024:10.1007/s10803-024-06268-8. [PMID: 38315319 PMCID: PMC11297193 DOI: 10.1007/s10803-024-06268-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/23/2024] [Indexed: 02/07/2024]
Abstract
PURPOSE Differences in emotional experience and expression have long been recognized as common in the presentation of autism, yet research examining emotional expression in early childhood is limited, with mixed findings. Understanding emotional reactivity and expression in autism in early life is an essential step towards uncovering the mechanisms of these risks and identifying targets for intervention. METHODS The present study examined emotional expression in autistic (N = 17) and non-autistic (N = 20) toddlers (mean age = 25.27; SD = 1.88) during emotion elicitation tasks aimed at eliciting joy, frustration, and unease. Video recorded tasks were coded in ten second intervals for emotional valence and intensity, and the following variables were computed: proportion of time in positive, neutral, and negative affect; maximum intensity of positive and negative affect; and range of affect (i.e., most negative to most positive intensity). RESULTS Autistic toddlers spent more time in neutral facial expressions, less time displaying positive affect, and had somewhat less intense positive emotional expression than non-autistic peers. Small differences were apparent in intensity of negative affect expression, while no differences emerged in duration of time spent in negative affect. CONCLUSION Findings emphasize that differences may be more apparent in duration, rather than intensity of emotional expression, and that it may be particularly important to examine periods of "neutral" affect in young autistic children. Future research should consider the best ways to understand emotional reactivity in this population considering their unique interests, challenges, and communication styles.
Collapse
Affiliation(s)
- Jessie B Northrup
- Department of Psychiatry, University of Pittsburgh School of Medicine, Pittsburgh, PA, USA.
| | - Carla A Mazefsky
- Department of Psychiatry, University of Pittsburgh School of Medicine, Pittsburgh, PA, USA
| | - Taylor N Day
- Department of Psychiatry, University of Pittsburgh School of Medicine, Pittsburgh, PA, USA
| |
Collapse
|
4
|
Dell’Osso L, Massoni L, Battaglini S, De Felice C, Nardi B, Amatori G, Cremone IM, Carpita B. Emotional dysregulation as a part of the autism spectrum continuum: a literature review from late childhood to adulthood. Front Psychiatry 2023; 14:1234518. [PMID: 37791135 PMCID: PMC10544895 DOI: 10.3389/fpsyt.2023.1234518] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/04/2023] [Accepted: 08/30/2023] [Indexed: 10/05/2023] Open
Abstract
The concept of emotional dysregulation (ED) has recently gained interest in the scientific literature and is commonly defined as the inability to use the modulatory mechanisms involved in emotion regulation, resulting in a functioning meaningfully below the baseline. Even though the data available are still limited, an increasing number of studies have hypothesized a promoting role for some of the core features of autism spectrum disorder (ASD) in the development of ED, in particular being repetitive behaviors, social difficulties and alexythimia. In this framework, the purpose of this study was to review the literature that is currently available about presence and correlates of ED in young adults with autism spectrum conditions as well as to offer some insights about possible implications for illness trajectories. The data reported seems to point to a shared etiology between ED and repetitive/restricted ASD symptoms, with perseveration features serving as the foundation for the inability to control one's emotions. In this context, a neurodevelopmental basis for ED could be consistent with the transnosographic conceptualization of ASD, which hypothesizes a potential neurodevelopmental basis for several psychiatric disorders, whose autistic traits would be the phenotypical presentation.
Collapse
Affiliation(s)
| | | | | | | | | | | | | | - Barbara Carpita
- Department of Clinical and Experimental Medicine, University of Pisa, Pisa, Italy
| |
Collapse
|
5
|
Palermo EH, Young AV, Deswert S, Brown A, Goldberg M, Sultanik E, Tan J, Mazefsky CA, Brookman-Frazee L, McPartland JC, Goodwin MS, Pennington J, Marcus SC, Beidas RS, Mandell DS, Nuske HJ. A Digital Mental Health App Incorporating Wearable Biosensing for Teachers of Children on the Autism Spectrum to Support Emotion Regulation: Protocol for a Pilot Randomized Controlled Trial. JMIR Res Protoc 2023; 12:e45852. [PMID: 37358908 PMCID: PMC10337316 DOI: 10.2196/45852] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2023] [Revised: 03/24/2023] [Accepted: 03/30/2023] [Indexed: 04/03/2023] Open
Abstract
BACKGROUND As much as 80% of children on the autism spectrum exhibit challenging behaviors (ie, behaviors dangerous to the self or others, behaviors that interfere with learning and development, and behaviors that interfere with socialization) that can have a devastating impact on personal and family well-being, contribute to teacher burnout, and even require hospitalization. Evidence-based practices to reduce these behaviors emphasize identifying triggers (events or antecedents that lead to challenging behaviors); however, parents and teachers often report that challenging behaviors surface with little warning. Exciting recent advances in biometric sensing and mobile computing technology allow the measurement of momentary emotion dysregulation using physiological indexes. OBJECTIVE We present the framework and protocol for a pilot trial that will test a mobile digital mental health app, the KeepCalm app. School-based approaches to managing challenging behaviors in children on the autism spectrum are limited by 3 key factors: children on the autism spectrum often have difficulties in communicating their emotions; it is challenging to implement evidence-based, personalized strategies for individual children in group settings; and it is difficult for teachers to track which strategies are successful for each child. KeepCalm aims to address those barriers by communicating children's stress to their teachers using physiological signaling (emotion dysregulation detection), supporting the implementation of emotion regulation strategies via smartphone pop-up notifications of top strategies for each child according to their behavior (emotion regulation strategy implementation), and easing the task of tracking outcomes by providing the child's educational team with a tool to track the most effective emotion regulation strategies for that child based on physiological stress reduction data (emotion regulation strategy evaluation). METHODS We will test KeepCalm with 20 educational teams of students on the autism spectrum with challenging behaviors (no exclusion based on IQ or speaking ability) in a pilot randomized waitlist-controlled field trial over a 3-month period. We will examine the usability, acceptability, feasibility, and appropriateness of KeepCalm as primary outcomes. Secondary preliminary efficacy outcomes include clinical decision support success, false positives or false negatives of stress alerts, and the reduction of challenging behaviors and emotion dysregulation. We will also examine technical outcomes, including the number of artifacts and the proportion of time children are engaged in high physical movement based on accelerometry data; test the feasibility of our recruitment strategies; and test the response rate and sensitivity to change of our measures, in preparation for a future fully powered large-scale randomized controlled trial. RESULTS The pilot trial will begin by September 2023. CONCLUSIONS Results will provide key data about important aspects of implementing KeepCalm in preschools and elementary schools and will provide preliminary data about its efficacy to reduce challenging behaviors and support emotion regulation in children on the autism spectrum. TRIAL REGISTRATION ClinicalTrials.gov NCT05277194; https://www.clinicaltrials.gov/ct2/show/NCT05277194. INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID) PRR1-10.2196/45852.
Collapse
Affiliation(s)
- Emma H Palermo
- Penn Center for Mental Health, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, United States
| | - Amanda V Young
- Penn Center for Mental Health, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, United States
| | - Sky Deswert
- Penn Center for Mental Health, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, United States
| | - Alyssa Brown
- Penn Center for Mental Health, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, United States
| | - Miranda Goldberg
- Penn Center for Mental Health, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, United States
| | | | - Jessica Tan
- School of Dental Medicine, University of Pennsylvania, Philadelphia, PA, United States
| | - Carla A Mazefsky
- Department of Psychiatry, University of Pittsburgh, Pittsburgh, PA, United States
| | - Lauren Brookman-Frazee
- Department of Psychiatry, University of California San Diego, San Diego, CA, United States
| | | | - Matthew S Goodwin
- Bouvé College of Health Sciences, Northeastern University, Boston, MA, United States
| | - Jeffrey Pennington
- Children's Hospital of Philadelphia Research Institute, Children's Hospital of Philadelphia, Philadelphia, PA, United States
| | - Steven C Marcus
- School of Social Policy and Practice, University of Pennsylvania, Philadelphia, PA, United States
| | - Rinad S Beidas
- Department of Medical Social Sciences, Feinberg School of Medicine, Northwestern University, Chicago, IL, United States
| | - David S Mandell
- Penn Center for Mental Health, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, United States
| | - Heather J Nuske
- Penn Center for Mental Health, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, United States
| |
Collapse
|
6
|
Sideropoulos V, Sokhn N, Palikara O, Van Herwegen J, Samson AC. Anxiety, concerns and emotion regulation in individuals with Williams syndrome and Down syndrome during the COVID-19 outbreak: a global study. Sci Rep 2023; 13:8177. [PMID: 37210403 DOI: 10.1038/s41598-023-35176-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/20/2022] [Accepted: 05/14/2023] [Indexed: 05/22/2023] Open
Abstract
Individuals with neurodevelopmental conditions (NDCs) have been reported to experience increased levels of anxiety during the COVID-19 pandemic. In our study, we document how individuals with Down Syndrome (DS; N = 557; Mage = 16.52; 233 female) and Williams syndrome (WS, N = 247; Mage = 18.43; 113 female) experienced the first wave (April 2020-May 2020) of the COVID-19 pandemic across the world. Using multilevel linear mixed regressions, we studied (a) parental reported anxiety of individuals with DS and WS, (b) these individuals' specific concerns, and (c) their use and efficacy of emotion regulation (ER) strategies during the first wave of COVID-19. Predictors of anxiety, such as the age of the individual with NDC, type of condition, and time, were investigated. Individuals with WS experienced higher levels of anxiety compared to those with DS and the older the individuals with NDC were the more anxiety they experienced. In terms of concerns, group effects indicated that individuals with WS scored higher for most of the concerns. There were no gender differences in concerns, yet most of the concerns increased with age except for concerns about loss of routine, boredom, loss of institutional support and family conflict. Finally, significant group effects were found and indicated a more frequent use of a variety of adaptive and maladaptive ER strategies in individuals with WS. We did not identify group differences in the efficacy of ER strategies. Our results indicate that individuals with WS are likely to exhibit higher levels of anxiety, but also higher levels of concerns depending on their age. Similarly, individuals with WS use a variety of ER strategies more frequently but these strategies are not necessarily more efficient for them. We discuss the impact of these findings in relation to anxiety identification and support across individuals with NDCs.
Collapse
Affiliation(s)
- Vassilis Sideropoulos
- Department of Psychology and Human Development, IOE, UCL's Faculty of Education and Society, 25 Woburn Square, London, UK.
| | - Nayla Sokhn
- Department of Psychology, University of Fribourg, Fribourg, Switzerland
- Eye and Brain Mapping Laboratory (iBMLab), Department of Psychology, University of Fribourg, Fribourg, Switzerland
- Faculty of Psychology, UniDistance Suisse, Brig, Switzerland
| | - Olympia Palikara
- Department of Education Studies, University of Warwick, Coventry, UK
| | - Jo Van Herwegen
- Department of Psychology and Human Development, IOE, UCL's Faculty of Education and Society, 25 Woburn Square, London, UK
| | - Andrea C Samson
- Institute of Special Education, University of Fribourg, Fribourg, Switzerland
- Faculty of Psychology, UniDistance Suisse, Brig, Switzerland
| |
Collapse
|
7
|
Walter A, Martz E, Weibel S, Weiner L. Tackling emotional processing in adults with attention deficit hyperactivity disorder and attention deficit hyperactivity disorder + autism spectrum disorder using emotional and action verbal fluency tasks. Front Psychiatry 2023; 14:1098210. [PMID: 36816409 PMCID: PMC9928945 DOI: 10.3389/fpsyt.2023.1098210] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/14/2022] [Accepted: 01/09/2023] [Indexed: 02/05/2023] Open
Abstract
Introduction Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD) are two neurodevelopmental conditions with neuropsychological, social, emotional, and psychopathological similarities. Both are characterized by executive dysfunction, emotion dysregulation (ED), and psychiatric comorbidities. By focusing on emotions and embodied cognition, this study aims to improve the understanding of overlapping symptoms between ADHD and ASD through the use of verbal fluency tasks. Methods Fifty-two adults with ADHD, 13 adults with ADHD + ASD and 24 neurotypical (NT) participants were recruited in this study. A neuropsychological evaluation, including different verbal fluency conditions (e.g. emotional and action), was proposed. Subjects also completed several self-report questionnaires, such as scales measuring symptoms of ED. Results Compared to NT controls, adults with ADHD + ASD produced fewer anger-related emotions. Symptoms of emotion dysregulation were associated with an increased number of actions verbs and emotions produced in ADHD. Discussion The association between affective language of adults with ADHD and symptoms of emotion dysregulation may reflect their social maladjustment. Moreover, the addition of ADHD + ASD conditions may reflect more severe affective dysfunction.
Collapse
Affiliation(s)
- Amélia Walter
- Institut des Neurosciences Cellulaires et Intégratives, Centre National de la Recherche Scientifique (UPR 3212), Strasbourg University, Strasbourg, France
| | - Emilie Martz
- Institut National de la Santé et de la Recherche Médicale U1114, Strasbourg, France
| | - Sébastien Weibel
- Institut National de la Santé et de la Recherche Médicale U1114, Strasbourg, France
- Department of Psychiatry, University Hospital of Strasbourg, Strasbourg, France
| | - Luisa Weiner
- Department of Psychiatry, University Hospital of Strasbourg, Strasbourg, France
- Laboratoire de Psychologie des Cognitions, University of Strasbourg, Strasbourg, France
| |
Collapse
|
8
|
Antezana L, Coffman MC, DiCriscio AS, Richey JA. Effects of nonsocial and circumscribed interest images on neural mechanisms of emotion regulation in autistic adults. Front Behav Neurosci 2022; 16:1057736. [PMID: 36570705 PMCID: PMC9771392 DOI: 10.3389/fnbeh.2022.1057736] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/29/2022] [Accepted: 11/17/2022] [Indexed: 12/12/2022] Open
Abstract
Introduction Emotion dysregulation is commonly reported among autistic individuals. Prior work investigating the neurofunctional mechanisms of emotion regulation (ER) in autistic adults has illustrated alterations in dorsolateral prefrontal cortex (dlPFC) activity, as well as concurrent atypical patterns of activation in subcortical regions related to affect during cognitive reappraisal of social images. Whereas most research examining ER in autism has focused on regulation of negative emotions, the effects of regulating positive emotions has been generally understudied. This is surprising given the relevance of positive motivational states to understanding circumscribed interests (CI) in autism. Methods Accordingly, the purpose of this study was to use fMRI with simultaneous eye-tracking and pupillometry to investigate the neural mechanisms of ER during passive viewing and cognitive reappraisal of a standardized set of nonsocial images and personalized (self-selected) CI images. Results The autistic group demonstrated comparatively reduced modulation of posterior cingulate cortex (PCC) activation during cognitive reappraisal of CI images compared to viewing of CI, although no eye-tracking/pupillometry differences emerged between-groups. Further, the autistic group demonstrated increased PCC connectivity with left lateral occipital and right supramarginal areas when engaging in cognitive reappraisal vs. viewing CI. Discussion In autistic adults, CI may be differentially modulated via PCC. Considering the documented role of the PCC as a core hub of the default mode network, we further postulate that ER of CI could potentially be related to self-referential cognition.
Collapse
Affiliation(s)
- Ligia Antezana
- Department of Psychology, Virginia Tech, Blacksburg, VA, United States
- Department of Psychiatry, University of Pittsburgh, Pittsburgh, PA, United States
| | - Marika C. Coffman
- Department of Psychology, Virginia Tech, Blacksburg, VA, United States
- Duke Center for Autism and Brain Development, Duke University, Durham, NC, United States
- Department of Psychiatry and Behavioral Sciences, Duke University, Durham, NC, United States
| | | | - John A. Richey
- Department of Psychology, Virginia Tech, Blacksburg, VA, United States
| |
Collapse
|
9
|
Samson AC, Sokhn N, Van Herwegen J, Dukes D. An exploratory study on emotion regulation strategy use in individuals with Williams syndrome, autism spectrum disorder and intellectual disability. Front Psychiatry 2022; 13:940872. [PMID: 36506439 PMCID: PMC9726902 DOI: 10.3389/fpsyt.2022.940872] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/10/2022] [Accepted: 10/31/2022] [Indexed: 11/24/2022] Open
Abstract
Background Individuals with neurodevelopmental disorders often have atypical emotion profiles, but little is known about how they regulate their emotions. While several studies have examined emotion regulation strategy use in autism spectrum disorder (ASD), only a few have included individuals with intellectual disability (ID) or focused on specific syndromes such as Williams syndrome (WS). Methods A parent-reported survey launched during the first months of the COVID-19 pandemic allowed to exploratorily study emotion regulation strategy use and its link to anxiety in individuals with ASD with (N=785) and without ID (N=596), WS (N=261), and Intellectual Disability not otherwise specified (N=649). Results Using multilevel analyses, besides revealing specific group differences in emotion regulation strategy use, a variety of strategies (e.g., rumination, avoiding information, repetitive behaviors) were found to be linked to elevated levels of anxiety, while focusing on the positive was linked to lower anxiety levels in all groups. Moreover, only autistic people without ID used humor more frequently while experiencing lower anxiety levels. Conclusion This study sheds light on an underexplored area of emotion regulation strategy use in different neurodevelopmental disorders. It also paves the way to further examine emotion regulation in more rigorous ways to better understand emotion regulation in different neurodevelopmental disorders as well as the impact on outcome measures such as anxiety. This exploratory study may help to develop and validate adequate measures to study a broad array of ER strategies used by individuals with neurodevelopmental disorders.
Collapse
Affiliation(s)
- Andrea C. Samson
- Institute of Special Education, University of Fribourg, Fribourg, Switzerland
- Faculty of Psychology, UniDistance Suisse, Brig, Switzerland
| | - Nayla Sokhn
- Faculty of Psychology, UniDistance Suisse, Brig, Switzerland
- Department of Psychology, University of Fribourg, Fribourg, Switzerland
- Eye and Brain Mapping Laboratory (iBMLab), Department of Psychology, University of Fribourg, Fribourg, Switzerland
| | - Jo Van Herwegen
- Department of Psychology and Human Development, UCL Institute of Education, London, United Kingdom
| | - Daniel Dukes
- Institute of Special Education, University of Fribourg, Fribourg, Switzerland
- Swiss Center for Affective Sciences, University of Geneva, Geneva, Switzerland
| |
Collapse
|
10
|
Adams SN, Seedat J, Neille J. Life under lockdown for children with autism spectrum disorder: Insights from families in South Africa. Child Care Health Dev 2022; 48:1008-1016. [PMID: 35253243 DOI: 10.1111/cch.12996] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/16/2020] [Revised: 02/20/2022] [Accepted: 02/21/2022] [Indexed: 01/05/2023]
Abstract
BACKGROUND Children with Autism Spectrum Disorder (ASD) remain vulnerable during the Covid-19 outbreak due to significant changes to their daily routines, social interactions and diets. In addition, these challenges may be exacerbated for children living in low- and middle-income countries (LMIC) such as South Africa where there are already barriers such as poverty, access to resources and availability of support. Understanding the impact of the Covid-19 outbreak on children with ASD is imperative in order to create awareness as well as provide equitable services and support to both children with ASD and their families. PURPOSE The study aimed to explore family-reported changes for children with ASD and their reactions and responses to the Covid-19 restrictions in South Africa. METHOD A qualitative research design was employed. Twelve families consisting of different family compositions with a total of 21 family members (mothers, fathers and grandmothers) participated in the current study using semistructured interviews. Data were transcribed and analysed using a framework method for thematic analysis. RESULTS Findings indicated that children with ASD present with unique challenges related to Covid-19. Negative themes such as children's obstructive reactions due to the immediate changes to their routines, increases in emotional dysregulation as well as loss of previously acquired skills as a result of lack of access to services during lockdown were reported. However, families also reported on positive changes such as improved social interactions as children became more accustomed to their new lockdown routines. IMPLICATIONS The Covid-19 response has had a negative impact on children with disabilities, specifically around access to services and support for both children with ASD and their families. While the future of the virus and impending lockdown measures is unknown, clinicians, providers and educators need to ensure that provisions are made for children's current adjustments as well as further adjustments to their current routines both during and after the pandemic.
Collapse
Affiliation(s)
- Skye Nandi Adams
- Department of Speech Pathology and Audiology, School of Human and Community Development, University of the Witwatersrand, Johannesburg, South Africa
| | - Jaishika Seedat
- Department of Speech Pathology and Audiology, School of Human and Community Development, University of the Witwatersrand, Johannesburg, South Africa
| | - Joanne Neille
- Department of Speech Pathology and Audiology, School of Human and Community Development, University of the Witwatersrand, Johannesburg, South Africa
| |
Collapse
|
11
|
Jacques C, Courchesne V, Mineau S, Dawson M, Mottron L. Positive, negative, neutral-or unknown? The perceived valence of emotions expressed by young autistic children in a novel context suited to autism. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2022; 26:1833-1848. [PMID: 35168392 PMCID: PMC9483191 DOI: 10.1177/13623613211068221] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
Abstract
LAY ABSTRACT Autistic people are believed to have emotions that are too negative and not positive enough, starting early in life. Their facial expressions are also persistently judged to be unusual, as reflected in criteria used to identify autism. But it is possible that common autistic facial expressions are poorly understood by observers, as suggested by a range of findings from research. Another issue is that autistic emotions have always been assessed in contexts suited to non-autistics. In our study, the facial expressions of young autistic and typical children were rated as positive, negative, neutral, or "unknown"-a category we created for emotions that observers notice but do not understand. These emotions were assessed using a context suited to autistic children, including objects of potential interest to them. We found that in this context, autistic and typical children did not differ in positive, negative, or neutral facial emotions. They did differ in unknown emotions, which were found only in autistic children. We also found that repetitive behaviors in autistic children co-occurred with positive, neutral, and unknown emotions, but not with negative emotions. In a context which suits their characteristics, autistic children do not show emotions that are too negative or not positive enough. They do show emotions perceived as unknown, which means we need to improve our understanding of their full emotional repertoire.
Collapse
Affiliation(s)
- Claudine Jacques
- Université du Québec en Outaouais, Canada
- CIUSSS du Nord-de-l’Île-de-Montréal, Canada
| | | | | | | | - Laurent Mottron
- CIUSSS du Nord-de-l’Île-de-Montréal, Canada
- Université de Montréal, Canada
| |
Collapse
|
12
|
Clifford P, Gevers C, Jonkman KM, Boer F, Begeer S. The effectiveness of an attention-based intervention for school-aged autistic children with anger regulating problems: A randomized controlled trial. Autism Res 2022; 15:1971-1984. [PMID: 36053934 PMCID: PMC9804490 DOI: 10.1002/aur.2800] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/17/2022] [Accepted: 08/11/2022] [Indexed: 01/05/2023]
Abstract
Anger regulation is a challenge for children with autism spectrum disorders (ASD). We investigated if attention-based cognitive behavioral treatment, based on mindfulness cognitive therapy (MBCT) and dialectical behavior therapy (DBT), reduces aggressive behavior and improves anger coping in school-aged autistic children (n = 51). Children were randomized to an active-control or a treatment condition. The treatment included nine weekly sessions attention-based individual therapy. Parents in both conditions received three weekly psychoeducation group sessions to heighten awareness of expressed emotion (EE). For aggressive behavior, treatment reduced temper tantrums and arguing. No effect was found on destroying things and physical violence. For anger coping, treatment increased adaptive coping strategies of diffusion and social support seeking, but had no effect on assertion, rumination, and maladaptive coping direct anger out and avoidance. Treatment did not impact secondary outcome measures concerning children's quality of life (QoL) and parental stress-levels and psychological well-being. In conclusion, school-aged autistic children are able to acquire self-regulation skills reducing temper tantrums and arguing and increasing the use of adaptive anger coping strategies. The intervention shows potential to improve behavior and regulation, but little transfer to other domains. Limitations and future directions involving the child's social environment, including parents, siblings, and teachers are discussed. LAY SUMMARY: Children on the autism spectrum often show aggressive behavior. Treatment can train children to be more aware of their emotions. This study found that this can help reducing temper tantrums and arguing and increasing some coping skills, though no impact was found on several other domains of aggression and coping.
Collapse
Affiliation(s)
| | | | - Kim M. Jonkman
- Department of Clinical‐Neuro and Developmental PsychologyVrije Universiteit AmsterdamAmsterdamBTThe Netherlands
- Amsterdam Public HealthVrije Universiteit AmsterdamAmsterdamBTThe Netherlands
| | - Frits Boer
- Child and Adolescent PsychiatryAmsterdam Medical CenterAmsterdamAZThe Netherlands
| | - Sander Begeer
- Department of Clinical‐Neuro and Developmental PsychologyVrije Universiteit AmsterdamAmsterdamBTThe Netherlands
- Amsterdam Public HealthVrije Universiteit AmsterdamAmsterdamBTThe Netherlands
| |
Collapse
|
13
|
Methylphenidate Use for Emotional Dysregulation in Children and Adolescents with ADHD and ADHD and ASD: A Naturalistic Study. J Clin Med 2022; 11:jcm11102922. [PMID: 35629047 PMCID: PMC9142913 DOI: 10.3390/jcm11102922] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/20/2022] [Revised: 05/10/2022] [Accepted: 05/20/2022] [Indexed: 02/05/2023] Open
Abstract
Emotional dysregulation (ED) is common in attention-deficit/hyperactivity disorder (ADHD). Nonetheless, research on ADHD in children with autism spectrum disorder (ASD) and ADHD is still ongoing. Several studies suggest that methylphenidate (MPH) may be effective for ED in ADHD, while there is not enough evidence about its use in ASD with comorbid ADHD. This naturalistic study aims to investigate the effectiveness of immediate- and extended-release MPH in the treatment of ED in 70 children and adolescents (6–18 years), with a diagnosis of ADHD (n = 41) and of ASD with comorbid ADHD (n = 29), using the Child Behavior Checklist—Attention/Aggressive/Anxious (CBCL-AAA). Their parents completed the CBCL twice—first during the summer medication-free period, that is, at least one month after drug interruption; and again after three months of treatment restart. Results demonstrate that MPH is associated with a statistically significant reduction in ED in ADHD and ASD, without substantial adverse events, supporting the use of psychostimulants for the treatment of ED in these neurodevelopmental disorders.
Collapse
|
14
|
Aydin A. Examining the Mediating Role of Mindful Parenting: A Study on the Relationship Between Parental Emotion Regulation Difficulties and Problem Behaviors of Children with ASD. J Autism Dev Disord 2022; 53:1873-1883. [PMID: 35089435 DOI: 10.1007/s10803-022-05455-9] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/21/2022] [Indexed: 11/26/2022]
Abstract
Parental emotion regulation plays a vital role in the parent-child relationship. This study examines the mediating role of mindful parenting in the relationship between parental emotion regulation difficulties and problem behaviors of children with autism spectrum disorder (ASD). The study was conducted with 273 parents of children with ASD in Istanbul. The study findings revealed a significant yet negative correlation between mindful parenting and emotion regulation difficulty and problem behaviors. The study model highlighted that emotion regulation difficulties significantly predicted mindful parenting and the child's problem behavior, whereas mindful parenting significantly predicted the child's problem behavior. Additionally, the study findings indicated that mindful parenting was a partial mediator.
Collapse
Affiliation(s)
- Aydan Aydin
- Department of Special Education, Atatürk Faculty of Education, Marmara University, Istanbul, Turkey.
| |
Collapse
|
15
|
Zaharia A, Noir-Kahlo K, Bressoud N, Sander D, Dukes D, Samson AC. Proof of Concept: A Brief Psycho-Educational Training Program to Increase the Use of Positive Emotion Regulation Strategies in Individuals With Autism Spectrum Disorder. Front Psychol 2021; 12:705937. [PMID: 34790142 PMCID: PMC8591291 DOI: 10.3389/fpsyg.2021.705937] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/06/2021] [Accepted: 09/22/2021] [Indexed: 11/13/2022] Open
Abstract
Attenuated positive emotions and difficulties in regulating emotions are frequently observed in individuals with autism spectrum disorders (ASD) and are linked to increased risk of affective disorders, problematic behaviors, and impaired socio-emotional functioning. As such, interventions specifically focused on positive emotion regulation (ER) skills could be very valuable for individuals with ASD, their caregivers, and therapists. However, the field of positive ER in ASD is under-researched. The present study aimed at testing the practical potential and the preliminary effects of a brief novel psycho-educational training program on positive ER for individuals with ASD. Thirty male participants with ASD (aged 10-35years; N training=14, N waitlist=16) underwent a three-session program on the use of adaptive positive ER strategies (i.e., attentional deployment, cognitive change, and response modulation). Participants rated the program as easy to understand, interesting, pleasant, and likable. No dropouts or adverse effects were observed. The training group showed a significant increase in the self-reported use of the ER strategies compared to the waitlist group. The increase in the use of ER strategies maintained up to 7 weeks in the overall sample. Having reached high satisfaction rates and the intended effects in this proof of concept study, this novel program represents a promising tool to support ER. Future research should next investigate the efficacy of the intervention on day-to-day emotional experience and wellbeing. Clinical Trial Registration: ClinicalTrials.gov # NCT02898298.
Collapse
Affiliation(s)
- Alexandra Zaharia
- Swiss Center for Affective Sciences, University of Geneva, Geneva, Switzerland.,Faculty of Psychology, UniDistance Suisse, Brig, Switzerland.,Institute of Special Education, University of Fribourg, Fribourg, Switzerland
| | - Katharina Noir-Kahlo
- Swiss Center for Affective Sciences, University of Geneva, Geneva, Switzerland.,Réseau Fribourgeois de Santé Mentale, Fribourg, Switzerland
| | - Nicolas Bressoud
- Swiss Center for Affective Sciences, University of Geneva, Geneva, Switzerland.,Institute of Special Education, University of Fribourg, Fribourg, Switzerland.,Haute École Pédagogique du Valais, Saint-Maurice, Switzerland
| | - David Sander
- Swiss Center for Affective Sciences, University of Geneva, Geneva, Switzerland.,Faculty of Psychology and Educational Sciences, University of Geneva, Geneva, Switzerland
| | - Daniel Dukes
- Swiss Center for Affective Sciences, University of Geneva, Geneva, Switzerland.,Institute of Special Education, University of Fribourg, Fribourg, Switzerland
| | - Andrea C Samson
- Swiss Center for Affective Sciences, University of Geneva, Geneva, Switzerland.,Faculty of Psychology, UniDistance Suisse, Brig, Switzerland.,Institute of Special Education, University of Fribourg, Fribourg, Switzerland
| |
Collapse
|
16
|
Northrup JB, Patterson MT, Mazefsky CA. Predictors of Severity and Change in Emotion Dysregulation among Children and Adolescents with ASD. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY : THE OFFICIAL JOURNAL FOR THE SOCIETY OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY, AMERICAN PSYCHOLOGICAL ASSOCIATION, DIVISION 53 2021; 50:708-729. [PMID: 34369833 PMCID: PMC8633072 DOI: 10.1080/15374416.2021.1955369] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/20/2022]
Abstract
OBJECTIVE Emotion dysregulation problems are prevalent and disruptive for many with autism spectrum disorder (ASD). This study compared severity and perceived change in emotion dysregulation in youth with and without ASD and probed correlates of emotion dysregulation (including possible two-way interactions) among youth with ASD. METHOD Participants were drawn from two large online samples (mean age = 12; range: 6-17) with (N = 1323) and without (N = 921) ASD. The study used the Emotion Dysregulation Inventory (EDI), a parent-report measure designed for youth with ASD. The EDI asks parents about current severity and perceived change (i.e. how current severity compares to lifetime severity) in emotion dysregulation, and includes two factors: Reactivity (rapidly escalating, intense negative affect) and Dysphoria (poorly upregulated positive affect, general unease). RESULTS Results indicated that youth with ASD had greater Reactivity severity and also greater positive change in Reactivity than non-ASD peers. Furthermore, differences between youth with and without ASD in the relationship between Reactivity and Dysphoria suggest a distinct profile of emotion dysregulation in ASD. Within the ASD sample, age and severity of stereotyped behavior predicted Reactivity and Dysphoria severity and Reactivity change. Female gender, lower parent education, and fluent verbal ability were additional predictors of increased Reactivity severity, while intellectual disability predicted lower Dysphoria severity. CONCLUSIONS This study provides new insight into predictors of emotion dysregulation in youth with ASD and represents a first step toward identifying which children with ASD may be most vulnerable to severe emotion dysregulation problems.
Collapse
Affiliation(s)
- Jessie B Northrup
- Department of Psychiatry, University of Pittsburgh School of Medicine
| | - Mark T Patterson
- Department of Social and Decision Sciences, Carnegie Mellon University
| | - Carla A Mazefsky
- Department of Psychiatry, University of Pittsburgh School of Medicine
| |
Collapse
|
17
|
Beaudoin MJ, Poirier N, Nader-Grosbois N. Relationships Between Mother-Child Conversations About Emotion and Socioemotional Development of Children with Autism Spectrum Disorder. J Autism Dev Disord 2021; 52:4022-4034. [PMID: 34524585 DOI: 10.1007/s10803-021-05267-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/29/2021] [Indexed: 10/20/2022]
Abstract
Mother-child emotion-related conversations, as a practice of parental socialization of emotion, can help children with autism spectrum disorder (ASD) develop socio-emotional skills. This study intends to explore relationships between mother-child conversations about emotions and socio-emotional skills of children with ASD by accounting for the moderating role of children personality traits and mothers' emotional openness. Mothers of children with ASD (n = 49) responded to five questionnaires describing their conversations about emotions, emotional openness as well as their child's socio-emotional skills and personality. We conducted hierarchical regression and moderation analyses. Our findings indicate that frequent mother-child conversations about emotions significantly predict higher emotional regulation and Theory of Mind (ToM) abilities in children with ASD (p < 0.05). Moreover, children's consciousness and openness to experience, along with mothers' emotional openness significantly moderate the relation between mother-child conversations about emotions and children's ToM skills (p < 0.05). Mother-child conversations about emotions, as a practice of parental socialization of emotion, could be beneficial for children with ASD. Children's personality traits and mothers' openness to emotion may act as a protective factor of ToM skills in children with ASD.
Collapse
Affiliation(s)
- Marie-Joëlle Beaudoin
- Université du Québec à Montréal, C.P. 8888, Succursale Centre-Ville, Montréal, Québec, H3C 3P8, Canada.
| | - Nathalie Poirier
- Université du Québec à Montréal, C.P. 8888, Succursale Centre-Ville, Montréal, Québec, H3C 3P8, Canada
| | - Nathalie Nader-Grosbois
- Université Catholique de Louvain, Place de l'Université 1, Ottignies-Louvain-la-Neuve, 1348, Belgium
| |
Collapse
|
18
|
Dimachkie Nunnally A, Sterrett K, Gulsrud A, Kasari C. What are the odds? Predicting the likelihood of a negative episode in a sample of toddlers with autism spectrum disorder. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2021; 25:2254-2264. [PMID: 34098753 DOI: 10.1177/13623613211015001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
LAY ABSTRACT Children with autism spectrum disorder sometimes have challenges with regulating their negative emotions. These difficulties can impact children's social outcomes and how well they respond to intervention. We know that caregivers of children with autism spectrum disorder can help their children regulate negative emotions in a process known as co-regulation, but not much is known about how child and caregiver strategy use impacts children's negativity in real time. In this study, 71 caregivers of toddlers with autism spectrum disorder were asked to encourage their child to unlock a locked toy box, a task which is designed to elicit frustration. Video observations of the participants completing the task were used to examine whether specific child and caregiver behaviors increased or decreased the likelihood that the child will become upset. No child strategies were predictive of a decreased likelihood of a child becoming upset, but when children used high-energy behaviors that did not serve a purpose, such as running back and forth, they were more likely to then show signs of being upset a few seconds later. The way that caregivers responded to their child was a potent caregiver predictor of the likelihood of children's negativity, with caregivers' unresponsiveness and proactiveness both emerging as salient predictor of increased likelihood of the child being upset a few moments later. These findings give insight into how children with autism spectrum disorder and their caregiver navigate challenging and frustrating tasks, and have the potential to influence clinical practice by giving an indication off which parent and child behaviors are most effective in reducing children's negativity while interacting with parents and caregivers.
Collapse
|
19
|
Lu M, Chen J, He W, Pang F, Zou Y. Association between perceived social support of parents and emotional/behavioral problems in children with ASD: A chain mediation model. RESEARCH IN DEVELOPMENTAL DISABILITIES 2021; 113:103933. [PMID: 33730685 DOI: 10.1016/j.ridd.2021.103933] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/03/2020] [Revised: 12/19/2020] [Accepted: 03/04/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Parental psychosocial factors are associated with emotional/behavioral problems in children with Autism Spectrum Disorder (ASD), but studies investigating their relationships are limited. AIMS To explore the relationships between parents' perceived social support, parental resilience, parenting self-efficacy, and emotional/behavioral problems in children with ASD, and the mechanism underlying these relationships. METHOD The participants were 289 parents of children with ASD (including fathers and mothers) in China. A survey comprising the Multidimensional Scale of Perceived Social Support, Resilience Scale, Parenting Sense of Competence Scale, and Strengths and Difficulties Questionnaire was administered. RESULTS (1) Parents' perceived social support, parental resilience, and parenting self-efficacy were significantly associated with emotional/behavioral problems in children with ASD; (2) parental resilience and parenting self-efficacy were found to play a chain-mediating role in the association between perceived social support of parents and emotional/behavioral problems in children with ASD. CONCLUSION It is crucial to improve parents' perceived social support, parental resilience, and parenting self-efficacy to reduce emotional/behavioral problems in children with ASD.
Collapse
Affiliation(s)
- Minghui Lu
- Special Education Department, School of Education, Guangzhou University, Guangzhou, People's Republic of China.
| | - Jiawei Chen
- School of Education, Guangzhou University, Guangzhou, People's Republic of China.
| | - Wanting He
- School of Education, Guangzhou University, Guangzhou, People's Republic of China.
| | - Feifan Pang
- School of Education, Guangzhou University, Guangzhou, People's Republic of China.
| | - Yuqing Zou
- School of Education, Guangzhou University, Guangzhou, People's Republic of China.
| |
Collapse
|
20
|
Greenlee JL, Stelter CR, Piro-Gambetti B, Hartley SL. Trajectories of Dysregulation in Children with Autism Spectrum Disorder. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY 2021; 50:858-873. [PMID: 33872096 DOI: 10.1080/15374416.2021.1907752] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Objective: This study determined whether child and family environment factors are associated with differences in developmental trajectories of emotional and behavioral dysregulation in children with autism spectrum disorder (ASD).Method: Participants included 186 families of a child with ASD (5-12 years old at baseline; 86% male; 83% non-Hispanic Caucasian; 35% comorbid intellectual disability). At each of the four time points (each spaced 12 months apart), mothers and fathers within each family completed well-validated measures on their own mental health, their child's dysregulation, their parent-child relationship, and their parent couple relationship. Longitudinal multi-level modeling was used to describe trajectories of dysregulation across 3 years and test whether parent depression, closeness in the parent-child relationship, and positive parent dyadic coping were associated with differences in child trajectories.Results: On average, child dysregulation decreased across time. Closer mother-child and father-child relationship quality was associated with lower baseline dysregulation. More severe child restricted and repetitive behaviors, fewer maternal depression symptoms, and more positive parent dyadic coping were associated with declines in child dysregulation over time.Conclusions: On average, children with ASD become less dysregulated across time. However, there is important variability in dysregulation trajectories of children with ASD. Children with ASD who have a high (versus low) severity of restricted and repetitive behaviors appear to be at risk for greater dysregulation. The family environment, and specifically a closer parent-child relationship, better maternal mental health, and more positive couple coping, may contribute to a pattern of improved child regulation across time in ASD.
Collapse
|
21
|
Paulus FW, Ohmann S, Möhler E, Plener P, Popow C. Emotional Dysregulation in Children and Adolescents With Psychiatric Disorders. A Narrative Review. Front Psychiatry 2021; 12:628252. [PMID: 34759846 PMCID: PMC8573252 DOI: 10.3389/fpsyt.2021.628252] [Citation(s) in RCA: 35] [Impact Index Per Article: 11.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/11/2020] [Accepted: 08/27/2021] [Indexed: 12/14/2022] Open
Abstract
Background: Emotional dysregulation (ED) is a transdiagnostic construct defined as the inability to regulate the intensity and quality of emotions (such as, fear, anger, sadness), in order to generate an appropriate emotional response, to handle excitability, mood instability, and emotional overreactivity, and to come down to an emotional baseline. Because ED has not been defined as a clinical entity, and because ED plays a major role in child and adolescent psychopathology, we decided to summarize current knowledge on this topic based on a narrative review of the current literature. Methods: This narrative review is based on a literature search of peer-reviewed journals. We searched the databases ERIC, PsycARTICLES, PsycINFO and PSYNDEX on June 2, 2020 for peer reviewed articles published between 2000 and 2020 in English language for the preschool, school, and adolescent age (2-17 years) using the following search terms: "emotional dysregulation" OR "affect dysregulation," retrieving 943 articles. Results: The results of the literature search are presented in the following sections: the relationship between ED and psychiatric disorders (ADHD, Mood Disorders, Psychological Trauma, Posttraumatic Stress Disorder, Non-suicidal Self-Injury, Eating Disorders, Oppositional Defiant Disorder, Conduct Disorder, Disruptive Disruptive Mood Dysregulation Disorder, Personality Disorders, Substance Use Disorder, Developmental Disorders, Autism Spectrum Disorder, Psychosis and Schizophrenia, and Gaming Disorder), prevention, and treatment of ED. Conclusion: Basic conditions of ED are genetic disposition, the experience of trauma, especially sexual or physical abuse, emotional neglect in childhood or adolescence, and personal stress. ED is a complex construct and a comprehensive concept, aggravating a number of various mental disorders. Differential treatment is mandatory for individual and social functioning.
Collapse
Affiliation(s)
- Frank W Paulus
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Saarland University Medical Center, Homburg, Germany
| | - Susanne Ohmann
- Department of Child and Adolescent Psychiatry, Medical University of Vienna, Vienna, Austria.,Austrian Society of Cognitive Behavioral Therapy (OeGVT), Vienna, Austria
| | - Eva Möhler
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Saarland University Medical Center, Homburg, Germany
| | - Paul Plener
- Department of Child and Adolescent Psychiatry, Medical University of Vienna, Vienna, Austria
| | - Christian Popow
- Department of Child and Adolescent Psychiatry, Medical University of Vienna, Vienna, Austria.,Austrian Society of Cognitive Behavioral Therapy (OeGVT), Vienna, Austria.,Department of Child and Adolescent Psychiatry and Psychotherapy, Regional Psychiatric Hospital, Mauer, Austria
| |
Collapse
|
22
|
Conner CM, Golt J, Shaffer R, Righi G, Siegel M, Mazefsky CA. Emotion Dysregulation is Substantially Elevated in Autism Compared to the General Population: Impact on Psychiatric Services. Autism Res 2020; 14:169-181. [PMID: 33815651 DOI: 10.1002/aur.2450] [Citation(s) in RCA: 42] [Impact Index Per Article: 10.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/12/2022]
Abstract
Emerging evidence suggests that emotion regulation (ER) impairment in those with ASD is associated with poor mental health. This study used the Emotion Dysregulation Inventory, a new norm-referenced ER measure with clinical cut-offs, developed and validated in ASD and non-ASD samples, to establish rates of ER impairment and understand its association with psychiatric service use in ASD. Parents of 6-17 year olds in three well-characterized samples (nationally representative US n = 1,000; community ASD n = 1,169; inpatient ASD n = 567) completed a battery of questionnaires about their child. The prevalence of ER impairment was significantly higher in the ASD groups compared to the nationally representative sample and highest in the psychiatric Inpatient ASD group. The community ASD and inpatient ASD samples were four and seven times more likely, respectively, to exceed clinical cutoffs for emotional reactivity than the general US sample. Similarly, history of psychiatric hospitalization, recent emergency services use (police contact, emergency room visits, or in-home crisis evaluations for emotional or behavioral concerns in the past 2 months), and psychotropic medication prescriptions were significantly higher in the ASD groups. ER impairment was significantly associated with all forms of psychiatric service use, after controlling for demographics (age, sex, race), co-occurring intellectual disability, and ADHD symptoms. This is the first large-scale study to document substantially higher rates of ER impairment in youth with ASD compared to the general population. The importance of ER impairment is underscored by its association with higher utilization of inpatient, emergency, and medication services in ASD, after accounting for demographics and ADHD-related symptoms.
Collapse
Affiliation(s)
- Caitlin M Conner
- University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania, USA
| | - Josh Golt
- University of Alabama, Tuscaloosa, Alabama, USA
| | | | | | | | - Carla A Mazefsky
- University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania, USA
| |
Collapse
|
23
|
Albantakis L, Brandi ML, Zillekens IC, Henco L, Weindel L, Thaler H, Schliephake L, Timmermans B, Schilbach L. Alexithymic and autistic traits: Relevance for comorbid depression and social phobia in adults with and without autism spectrum disorder. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2020; 24:2046-2056. [PMID: 32662285 PMCID: PMC7543015 DOI: 10.1177/1362361320936024] [Citation(s) in RCA: 19] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/28/2022]
Abstract
LAY ABSTRACT Adults with autism often develop mental health problems such as depression and social phobia. The reasons for this are still unclear. Many studies found that alexithymia plays an important role in mental health problems like depression. People with alexithymia have difficulties identifying and describing their emotions. Almost every second person with autism has alexithymia. Therefore, we explored in this study whether alexithymia is linked to worse mental health in autistic people. We looked at two common diagnoses, depression and social phobia. We found that alexithymia increased symptoms of depression, while autistic traits increased symptoms of social phobia. Our results suggest that alexithymia and autistic traits can increase the risk of mental health problems. An early assessment could help prevent mental health problems and improve quality of life.
Collapse
Affiliation(s)
- Laura Albantakis
- Max Planck Institute of Psychiatry, Munich, Germany
- International Max Planck Research School for Translational Psychiatry, Munich, Germany
| | | | - Imme Christina Zillekens
- Max Planck Institute of Psychiatry, Munich, Germany
- International Max Planck Research School for Translational Psychiatry, Munich, Germany
| | - Lara Henco
- Max Planck Institute of Psychiatry, Munich, Germany
- Graduate School of Systemic Neurosciences, Muenich, Germany
| | | | - Hanna Thaler
- Max Planck Institute of Psychiatry, Munich, Germany
| | | | | | - Leonhard Schilbach
- Max Planck Institute of Psychiatry, Munich, Germany
- International Max Planck Research School for Translational Psychiatry, Munich, Germany
- LVR-Klinikum Duesseldorf/Kliniken der Heinrich-Heine-Universitaet Duesseldorf, Germany
- Ludwig-Maximilian-University, Munich, Germany
| |
Collapse
|
24
|
Woodcock KA, Cheung C, González Marx D, Mandy W. Social Decision Making in Autistic Adolescents: The Role of Theory of Mind, Executive Functioning and Emotion Regulation. J Autism Dev Disord 2020; 50:2501-2512. [PMID: 30879258 DOI: 10.1007/s10803-019-03975-5] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Social decision making is often challenging for autistic individuals. Twenty autistic adolescents made decisions in the socially interactive context of a one-shot ultimatum game, and performance was compared to a large matched typical reference sample. Theory of mind, executive functioning and emotion regulation were measured via direct assessments, self- and parent report. Relative to the reference sample, autistic adolescents proposed fewer fair offers, and this was associated with poorer theory of mind. Autistic adolescents responded similarly to the reference sample when making decisions about offers proposed to them, however they did not appear to down regulate their negative emotion in response to unfair treatment in the same way. Atypical processes may underpin even apparently typical decisions made by autistic adolescents.
Collapse
Affiliation(s)
- Kate Anne Woodcock
- Centre for Applied Psychology & Institute for Mental Health, University of Birmingham, Birmingham, UK.
- School of Psychology, Queen's University Belfast, Belfast, Northern Ireland, UK.
- School of Psychology, University of Birmingham, 52 Pritchatts Road, Edgbaston, Birmingham, B15 2SA, UK.
| | - Catherine Cheung
- Division of Psychology and Language Sciences, University College London, London, UK
| | - Daniel González Marx
- School of Psychology, Queen's University Belfast, Belfast, Northern Ireland, UK
- Faculty of Physics, University of Göttingen, Göttingen, Germany
| | - Will Mandy
- Division of Psychology and Language Sciences, University College London, London, UK
| |
Collapse
|
25
|
Thorell LB, Tilling H, Sjöwall D. Emotion dysregulation in adult ADHD: Introducing the Comprehensive Emotion Regulation Inventory (CERI). J Clin Exp Neuropsychol 2020; 42:747-758. [DOI: 10.1080/13803395.2020.1800595] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Affiliation(s)
- Lisa B. Thorell
- Department of Clinical Neuroscience, Karolinska Institutet, Stockholm, Sweden
| | - Hanna Tilling
- Department of Psychiatry, Linköping University Hospital, Linköping, Sweden
| | - Douglas Sjöwall
- Department of Clinical Neuroscience, Karolinska Institutet, Stockholm, Sweden
- Habilitation and Health, Stockholm County Council, Stockholm, Sweden
| |
Collapse
|
26
|
Abstract
Individuals with autism spectrum disorder (ASD) tend to experience difficulties with emotion regulation (ER). Treatments designed to address ER difficulties in individuals with ASD are emerging. The authors review cognitive-behavioral therapy (CBT) and mindfulness-based treatments that have focused on ER difficulties in youth and young adults with ASD. In general, these treatments addressing ER skills have included awareness of emotions/psychoeducation about emotions, frustration tolerance, and ER skills, as well as practice and use of these skills during group therapy that sometimes includes caregivers. The results from these interventions are encouraging for individuals with high-functioning ASD because ER skills tend to improve following treatment. The inclusion of ER in other ASD treatments is discussed.
Collapse
Affiliation(s)
| | | | - Judy Reaven
- Departments of Pediatrics and Psychiatry at the University of Colorado, Anschutz Medical Campus, Aurora, Colorado
| |
Collapse
|
27
|
Lense MD, Camarata S. PRESS-Play: Musical Engagement as a Motivating Platform for Social Interaction and Social Play in Young Children with ASD. MUSIC & SCIENCE 2020; 3:10.1177/2059204320933080. [PMID: 32832103 PMCID: PMC7440205 DOI: 10.1177/2059204320933080] [Citation(s) in RCA: 26] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/24/2023]
Abstract
Musical experiences are ubiquitous in early childhood. Beyond potential benefits of musical activities for young children with typical development, there has long been interest in harnessing music for therapeutic purposes for individuals with autism spectrum disorder (ASD). However, there is debate as to the effectiveness of these approaches and thus a need to identify mechanisms of change (or active ingredients) by which musical experiences may impact social development in young children with ASD. In this review, we introduce the PRESS-Play framework, which conceptualizes musical activities for young children with ASD within an applied behavior analysis framework consistent with the principles of naturalistic developmental behavioral interventions. Specifically, the PRESS-Play framework proposes that musical activities support key elements of evidence-based approaches for social engagement including predictability, reinforcement, emotion regulation, shared attention, and social play context, providing a platform for delivery and receipt of social and behavioral instruction via a transactional, developmental approach. PRESS-Play considers that these factors may impact not only the child with ASD but also their interaction partner, such as a parent or peer, creating contexts conducive for validated social engagement and interaction. These principles point to focused theories of change within a clinical-translational framework in order to experimentally test components of social-musical engagement and conduct rigorous, evidence-based intervention studies.
Collapse
Affiliation(s)
- Miriam D. Lense
- Department of Otolaryngology – Head and Neck Surgery, Vanderbilt University Medical Center, Nashville, TN
- Vanderbilt Kennedy Center, Vanderbilt University Medical Center, Nashville, TN
- The Curb Center for Art, Enterprise, and Public Policy, Vanderbilt University, Nashville, TN
| | - Stephen Camarata
- Vanderbilt Kennedy Center, Vanderbilt University Medical Center, Nashville, TN
- Department of Hearing and Speech Sciences, Vanderbilt University Medical Center, Nashville, TN
| |
Collapse
|
28
|
Lim JM. Emotion regulation and intervention in adults with autism spectrum disorder: a synthesis of the literature. ADVANCES IN AUTISM 2019. [DOI: 10.1108/aia-12-2018-0050] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
Emotion regulation is an ongoing multiprocess phenomenon and is a challenging developmental task to acquire in individuals with autism spectrum disorder (ASD) who have different neurobiological profiles and emotion regulation problems. The purpose of this paper is to review recent literature to understand the neurobiological and psychological perspective of emotion regulation in ASD, while converging themes of psychosocial interventions and existing best practices on emotion regulation within this heterogeneous population are reviewed and discussed in consideration of intellectual disability (ID).
Design/methodology/approach
Review of recent literature and common empirically supported interventions addressing emotional regulation implemented in individuals with and without ASD, and with and without ID were included in the electronic database search through PubMed, EBSChost, Science Direct, Wiley Online Library, GALE and SAGE. Search terms used included autism, ID, cognitive control, executive function, sensory processing/intervention, emotion regulation, cognitive behavior therapy, mindfulness, social stories, positive behavior support and behavior therapy.
Findings
Neural systems governing emotion regulation can be divided into “top-down” and “bottom-up” processing. Prefrontal cortex, cognitive and attentional control are critical for effective emotion regulation. Individuals with ASD, and with ID show impairments in these areas have problems with emotion regulation. Targeted psychosocial intervention need to consider bottom-up and top-down processes of emotion regulation, and that standardized interventions require adaptations.
Originality/value
There are limited studies looking into understanding the neurobiological and psychological perspective of emotion regulation in ASD and linking them to interventions. This review highlights psychosocial interventions that are important for further research, investigation and development as treatment in this population is limited.
Collapse
|
29
|
Kurz E, Conzelmann A, Barth GM, Hepp L, Schenk D, Renner TJ, Born J, Zinke K. Signs of enhanced formation of gist memory in children with autism spectrum disorder - a study of memory functions of sleep. J Child Psychol Psychiatry 2019; 60:907-916. [PMID: 30908649 PMCID: PMC6850042 DOI: 10.1111/jcpp.13048] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 02/20/2019] [Indexed: 01/07/2023]
Abstract
BACKGROUND Autism spectrum disorder (ASD) is characterized by impaired cognitive and social skills, including emotional dysregulation, and symptoms have been suspected to partly arise from impaired formation of memory representations regulating these behaviours. Sleep, which is subjectively impaired in ASD, is critical for forming long-term memories and abstracted gist-based representations. We expected a generally reduced memory benefit from sleep in children with ASD, and a diminished enhancement of gist representations, in particular. METHODS We compared effects of sleep on memory consolidation between boys (9-12 years) with ASD (n = 21) and typically developing (TD, n = 20) boys, matched for age and IQ, in a within-subjects crossover design. We employed an emotional picture recognition task and the Deese-Roediger-McDermott (DRM) word list task for assessing gist memory formation in the emotional and nonemotional domain, respectively. Learning took place before retention intervals of nocturnal sleep and daytime wakefulness, and retrieval was tested afterwards. RESULTS Surprisingly, on the DRM task, children with ASD showed an enhanced sleep-dependent formation of gist-based memory (i.e. more recall of 'critical lure words' after sleep compared to wakefulness) than TD children, with this effect occurring on top of a diminished veridical word memory. On the picture recognition task, children with ASD also showed a stronger emotional enhancement in memory (i.e. relatively better memory for negative than neutral pictures) than TD children, with this enhancement occurring independent of sleep. Sleep polysomnography was remarkably comparable between groups. CONCLUSIONS Children with ASD show well-preserved sleep-dependent memory consolidation. Enhanced gist memory formation in these children might reflect a compensatory response for impairments at earlier stages of memory processing, that is during encoding.
Collapse
Affiliation(s)
- Eva‐Maria Kurz
- Department of Child and Adolescent Psychiatry, Psychosomatics and PsychotherapyUniversity Hospital of TübingenTübingenGermany
- Graduate Training Centre of NeuroscienceInternational Max Planck Research SchoolUniversity of TübingenTübingenGermany
| | - Annette Conzelmann
- Department of Child and Adolescent Psychiatry, Psychosomatics and PsychotherapyUniversity Hospital of TübingenTübingenGermany
| | - Gottfried Maria Barth
- Department of Child and Adolescent Psychiatry, Psychosomatics and PsychotherapyUniversity Hospital of TübingenTübingenGermany
| | - Lisa Hepp
- Department of Child and Adolescent Psychiatry, Psychosomatics and PsychotherapyUniversity Hospital of TübingenTübingenGermany
| | - Damaris Schenk
- Department of Child and Adolescent Psychiatry, Psychosomatics and PsychotherapyUniversity Hospital of TübingenTübingenGermany
| | - Tobias J. Renner
- Department of Child and Adolescent Psychiatry, Psychosomatics and PsychotherapyUniversity Hospital of TübingenTübingenGermany
| | - Jan Born
- Institute of Medical Psychology and Behavioural NeurobiologyUniversity of TübingenTübingenGermany
- Werner Reichhardt Centre for Integrative NeuroscienceUniversity of TübingenTübingenGermany
| | - Katharina Zinke
- Institute of Medical Psychology and Behavioural NeurobiologyUniversity of TübingenTübingenGermany
| |
Collapse
|
30
|
Frizzell W, Howard L, Norris HC, Chien J. Homicidal Ideation and Individuals on the Autism Spectrum. J Forensic Sci 2019; 64:1259-1265. [DOI: 10.1111/1556-4029.14002] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/27/2018] [Revised: 12/20/2018] [Accepted: 12/31/2018] [Indexed: 11/30/2022]
Affiliation(s)
- William Frizzell
- Department of Psychiatry Oregon Health and Science University 3181 SW Sam Jackson Park Road Portland OR 97239
| | - Lindsay Howard
- Department of Psychiatry Oregon Health and Science University 3181 SW Sam Jackson Park Road Portland OR 97239
| | - Henry Cameron Norris
- Oregon Health and Science University School of Medicine Oregon Health and Science University 3181 SW Sam Jackson Park Road Portland OR 97239
| | - Joseph Chien
- Mental Health and Neurosciences Division VA Portland Health Care System 3710 SW US Veterans Hospital Road Portland OR 97239
| |
Collapse
|
31
|
Hilton CL, Ratcliff K, Collins DM, Flanagan J, Hong I. Flourishing in children with autism spectrum disorders. Autism Res 2019; 12:952-966. [PMID: 30912315 PMCID: PMC6684035 DOI: 10.1002/aur.2097] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/10/2018] [Revised: 03/01/2019] [Accepted: 03/06/2019] [Indexed: 01/01/2023]
Abstract
Flourishing is an indicator of positive mental health and is important for children's development and well-being. We used variables from the National Survey of Children's Health 2016 as indicators of flourishing (difficulty making friends, is bullied, bullies others, shares ideas with family, argues, finishes tasks, does all homework, shows curiosity, stays calm, and cares about doing well in school) to compare differences in parent perceptions of their children with and without autism spectrum disorder (ASD). We anticipate that these findings will help identify intervention targets to support the well-being of individuals with ASD. Children between 6 and 17 years of age, without intellectual disability, brain injury, cerebral palsy, or Down syndrome were included. Total participants were 34,171 controls (male/female = 17,116/17,155) and 812 with ASD (male/female = 668/144). Factor analysis resulted in three-factor structures (social competence, behavioral control, and school motivation) with good model fit (root mean square error of approximation = 0.08, comparative fit index = 0.92, Tucker-Lewis index = 0.89). The multivariate regression model and propensity score with inverse probability of treatment weighting (PS-IPTW) method revealed that children with ASD had lower scores in the social competence and behavioral control factors compared to the control group (all P < 0.05). However, no significant differences were found in the school motivation factor between the two groups (P > 0.05) in both multivariate regression model and PS-IPTW method. Findings suggest that social competence and behavioral control are indicators of flourishing and are important intervention targets to increase flourishing among children with ASD. Autism Res 2019, 12: 952-966. © 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Flourishing is an indicator of positive mental health and is important for children's development and well-being. We used variables from The National Survey of Children's Health 2016 to examine differences in parent perceptions of the indicators of flourishing (difficulty making friends, is bullied, bullies others, shares ideas with family, argues, finishes tasks, does all homework, shows curiosity, stays calm, and cares about doing well in school) between children with and without autism spectrum disorders (ASD). We anticipate that this information will help to identify therapeutic targets to support the well-being of individuals with ASD. Children between 6 and 17 years old, without intellectual disability (ID), brain injury (BI), cerebral palsy (CP), or Down syndrome (DS) were included. From the total (N = 50,212), we excluded children under age 6 (n = 14,494), those who once, but do not currently have ASD (n = 81), and those with ID (n = 432), BI (n = 170), CP (n = 35), and DS (n = 17), resulting in 34,983 records used. Total participants, age 6-17 years, were 34,171 controls (male/female = 17,116/17,155) and 812 with ASD (male/female = 668/144). Factor analysis resulted in the identification of three flourishing categories among the indicator variables (social competence, behavioral control, and school motivation). Children with ASD had lower scores in the social competence and behavioral control factors compared to the control group. However, there were no significant differences in the school motivation factor between the two groups. Findings suggest that social competence and behavioral control are indicators of flourishing and are important intervention targets to increase flourishing among children with ASD.
Collapse
Affiliation(s)
- Claudia L Hilton
- Occupational Therapy Department, University of Texas Medical Branch, School of Health Professions, 301 University Boulevard, Galveston, Texas, 77555-1142
| | - Karen Ratcliff
- Occupational Therapy Department, University of Texas Medical Branch, School of Health Professions, 301 University Boulevard, Galveston, Texas, 77555-1142
| | - Diane M Collins
- Occupational Therapy Department, University of Texas Medical Branch, School of Health Professions, 301 University Boulevard, Galveston, Texas, 77555-1142
| | - Joanne Flanagan
- Occupational Therapy Department, University of Texas Medical Branch, School of Health Professions, 301 University Boulevard, Galveston, Texas, 77555-1142
| | - Ickpyo Hong
- Occupational Therapy Department, University of Texas Medical Branch, School of Health Professions, 301 University Boulevard, Galveston, Texas, 77555-1142
| |
Collapse
|
32
|
Dijkhuis RR, Ziermans T, van Rijn S, Staal W, Swaab H. Emotional Arousal During Social Stress in Young Adults With Autism: Insights From Heart Rate, Heart Rate Variability and Self-Report. J Autism Dev Disord 2019; 49:2524-2535. [PMID: 30945093 PMCID: PMC6546666 DOI: 10.1007/s10803-019-04000-5] [Citation(s) in RCA: 20] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/20/2023]
Abstract
In order to better understand which factors play a role in non-adaptive social behavior in autism spectrum disorder (ASD) we looked into physiological arousal and awareness of one's own emotions. Heart rate (HR) and heart rate variability (HRV) were measured during a public speaking task in 51 young adults with ASD and 28 typically developing (TD) controls. The results showed no significant group differences in baseline HR/HRV, HR reactivity (change from baseline to the speaking task) or self-reported emotional awareness. However, adults with ASD showed significantly lower HRV reactivity (p = .023, d = 0.6) compared to TD adults. These results suggest a mismatch between arousal regulation and emotional awareness, which may be related to problems in social adaptation in ASD.
Collapse
Affiliation(s)
- Renee R Dijkhuis
- Department of Clinical Child and Adolescent Studies, Neuropedagogics and Developmental Disorders, Leiden University, Pieter de la Court Building, Wassenaarseweg 52, 2333 AK, Leiden, The Netherlands
- Leiden Institute for Brain and Cognition, Leiden, The Netherlands
| | - Tim Ziermans
- Department of Clinical Child and Adolescent Studies, Neuropedagogics and Developmental Disorders, Leiden University, Pieter de la Court Building, Wassenaarseweg 52, 2333 AK, Leiden, The Netherlands
- Leiden Institute for Brain and Cognition, Leiden, The Netherlands
- Department of Psychology, University of Amsterdam, Amsterdam, The Netherlands
- Department of Brain and Cognition, University of Amsterdam, Amsterdam, The Netherlands
| | - Sophie van Rijn
- Department of Clinical Child and Adolescent Studies, Neuropedagogics and Developmental Disorders, Leiden University, Pieter de la Court Building, Wassenaarseweg 52, 2333 AK, Leiden, The Netherlands
- Leiden Institute for Brain and Cognition, Leiden, The Netherlands
| | - Wouter Staal
- Department of Clinical Child and Adolescent Studies, Neuropedagogics and Developmental Disorders, Leiden University, Pieter de la Court Building, Wassenaarseweg 52, 2333 AK, Leiden, The Netherlands
- Karakter Universitair Centrum, Nijmegen, The Netherlands
- Radboud Universitair Medisch Centrum, Nijmegen, The Netherlands
| | - Hanna Swaab
- Department of Clinical Child and Adolescent Studies, Neuropedagogics and Developmental Disorders, Leiden University, Pieter de la Court Building, Wassenaarseweg 52, 2333 AK, Leiden, The Netherlands.
- Leiden Institute for Brain and Cognition, Leiden, The Netherlands.
| |
Collapse
|
33
|
Nuske HJ, Hedley D, Tseng CH, Begeer S, Dissanayake C. Emotion Regulation Strategies in Preschoolers with Autism: Associations with Parent Quality of Life and Family Functioning. J Autism Dev Disord 2019; 48:1287-1300. [PMID: 29192379 DOI: 10.1007/s10803-017-3391-y] [Citation(s) in RCA: 20] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
Abstract
Children with autism experience challenges with emotion regulation. It is unclear how children's management of their emotions is associated with their family's quality of life. Forty-three preschoolers with autism and 28 typically developing preschoolers were coded on emotion regulation strategies used during low-level stress tasks. Parents reported on their quality of life and family functioning, and their child's internalizing and externalizing behaviors. More externalizing behaviors across groups and use of two emotion regulation strategies (self-soothing, deep exhalation) in the autism group predicted lower family quality of life. Findings suggest that children's emotional outbursts and reduced use of passive comforting strategies are linked to lower family quality of life.
Collapse
Affiliation(s)
- Heather Joy Nuske
- Center for Mental Health Policy and Services Research, University of Pennsylvania, Philadelphia, PA, USA.
- Olga Tennison Autism Research Centre, School of Psychology and Public Health, La Trobe University, Melbourne, VIC, Australia.
| | - Darren Hedley
- Olga Tennison Autism Research Centre, School of Psychology and Public Health, La Trobe University, Melbourne, VIC, Australia
| | - Chen Hsiang Tseng
- School of Psychology, University of Queensland, Brisbane, QLD, Australia
| | - Sander Begeer
- Section Clinical Developmental Psychology, Vrije Universiteit, Amsterdam, The Netherlands
| | - Cheryl Dissanayake
- Olga Tennison Autism Research Centre, School of Psychology and Public Health, La Trobe University, Melbourne, VIC, Australia
| |
Collapse
|
34
|
Cai RY, Richdale AL, Dissanayake C, Uljarević M. How Does Emotion Regulation Strategy Use and Psychological Wellbeing Predict Mood in Adults With and Without Autism Spectrum Disorder? A Naturalistic Assessment. J Autism Dev Disord 2019; 50:1786-1799. [PMID: 30790195 DOI: 10.1007/s10803-019-03934-0] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
The aim of this study was to identify emotion regulation (ER) strategies that most strongly impact momentary mood in a sample of 23 adults with and 19 without autism spectrum disorder (ASD). Participants completed cognitive and behavioural assessments, online questionnaires, and experience sampling methodology questions. In the ASD group, the use of dampening and other-blame reduced mood while savouring and emotional acceptance improved mood. The use of self-blame and avoidance negatively impacted mood only in the non-ASD group, suggesting the use of these two strategies do not reduce mood in individuals with ASD. ER and mental health interventions should capture ER strategy use and aim to decrease maladaptive strategy use and increase adaptive strategy use.
Collapse
Affiliation(s)
- Ru Ying Cai
- School of Psychological Science, Olga Tennison Autism Research Centre, La Trobe University, Melbourne, VIC, 3086, Australia
- Cooperative Research Centre for Living with Autism (Autism CRC), The University of Queensland, Level 3 Foxtail Building, Long Pocket, Brisbane, QLD, 4072, Australia
| | - Amanda L Richdale
- School of Psychological Science, Olga Tennison Autism Research Centre, La Trobe University, Melbourne, VIC, 3086, Australia.
- Cooperative Research Centre for Living with Autism (Autism CRC), The University of Queensland, Level 3 Foxtail Building, Long Pocket, Brisbane, QLD, 4072, Australia.
| | - Cheryl Dissanayake
- School of Psychological Science, Olga Tennison Autism Research Centre, La Trobe University, Melbourne, VIC, 3086, Australia
- Cooperative Research Centre for Living with Autism (Autism CRC), The University of Queensland, Level 3 Foxtail Building, Long Pocket, Brisbane, QLD, 4072, Australia
| | - Mirko Uljarević
- School of Psychological Science, Olga Tennison Autism Research Centre, La Trobe University, Melbourne, VIC, 3086, Australia
- Cooperative Research Centre for Living with Autism (Autism CRC), The University of Queensland, Level 3 Foxtail Building, Long Pocket, Brisbane, QLD, 4072, Australia
- Department of Psychiatry and Behavioral Sciences, Child and Adolescent Psychiatry, School of Medicine, Stanford Autism Centre, Stanford University, Stanford, USA
| |
Collapse
|
35
|
Conner CM, White SW, Beck KB, Golt J, Smith IC, Mazefsky CA. Improving emotion regulation ability in autism: The Emotional Awareness and Skills Enhancement (EASE) program. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2018; 23:1273-1287. [PMID: 30400749 DOI: 10.1177/1362361318810709] [Citation(s) in RCA: 61] [Impact Index Per Article: 10.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/03/2023]
Abstract
Emotion regulation impairments are common among individuals with autism spectrum disorder and are believed to often underlie commonly seen problems with aggression, depression, and anxiety. The Emotional Awareness and Skills Enhancement program was developed to reduce emotion regulation impairment and thereby improve behavioral disturbance, via mindfulness. Emotional Awareness and Skills Enhancement consists of a 16-week individual therapy treatment targeting emotion regulation impairments among individuals with autism spectrum disorder. We describe the conceptual framework and development of the program and present data on feasibility and preliminary efficacy from a pilot trial. The Emotional Awareness and Skills Enhancement manual was developed using a participatory action framework, based on emotion regulation research specific to autism spectrum disorder and input from individuals with autism spectrum disorder, therapists, and parents of children with autism spectrum disorder. Emotional Awareness and Skills Enhancement was piloted in a two-site open trial with 20 participants with autism spectrum disorder (12-17 years old, confirmed autism spectrum disorder diagnosis, IQ > 80).Outcome data support program feasibility and acceptability to participants, as well as significant improvement in emotion regulation impairments and related concerns.Findings offer preliminary support for both the feasibility and clinical effectiveness of the Emotional Awareness and Skills Enhancement program.
Collapse
Affiliation(s)
| | | | | | | | - Isaac C Smith
- 3 Virginia Polytechnic Institute and State University, USA
| | | |
Collapse
|
36
|
Cai RY, Richdale AL, Uljarević M, Dissanayake C, Samson AC. Emotion regulation in autism spectrum disorder: Where we are and where we need to go. Autism Res 2018; 11:962-978. [PMID: 29979494 DOI: 10.1002/aur.1968] [Citation(s) in RCA: 136] [Impact Index Per Article: 22.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/30/2017] [Revised: 03/04/2018] [Accepted: 04/20/2018] [Indexed: 12/11/2022]
Abstract
Emotion dysregulation is a common issue experienced by individuals with autism spectrum disorder (ASD) and has been associated with a wide range of negative mental and physical health outcomes. This commentary highlights the role emotion dysregulation plays in ASD by first considering the literature on emotion regulation (ER) in the general population and then summarizing the ER research in ASD. Based on the evaluation of previous research findings, we conclude that individuals with ASD have more ER difficulties and consistently self-report or demonstrate a less adaptive pattern of ER strategy use. In addition, the higher prevalence of internalizing and externalizing issues seen in ASD are associated with the greater habitual use of some ER strategies and less habitual use of others. Conceptual and methodological limitations are discussed, including the use of coping measures and single-method approaches, and ASD gender distribution. We propose a set of new directions for investigating ER in ASD, incorporating knowledge from other literatures on the role of flexibility in healthy adaptation, overlaps between flexibility and executive function deficits, the adaptive value of up-regulation of positive emotions, and the importance of emotional self-awareness. Increasing our capacity for identifying the mechanisms underlying co-morbid affective disorders can ultimately inform the design of effective interventions to maximize the wellbeing of individuals with ASD. Autism Res 2018, 11: 962-978. © 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY Research has shown that people diagnosed with autism tend to have difficulties with regulating their own emotions. This commentary article summarizes the main information from emotion regulation research conducted both in autism and in other populations. We make suggestions on how we can improve emotion regulation research in autism, with the ultimate goal being to use the learning gained from research to design effective interventions that can improve the wellbeing of people with autism.
Collapse
Affiliation(s)
- Ru Ying Cai
- Olga Tennison Autism Research Centre, School of Psychological Science, La Trobe University, Bundoora, Victoria, 3086, Australia.,Cooperative Research Centre for Living with Autism (Autism CRC), Level 3 Foxtail Building, Long Pocket, The University of Queensland, Brisbane, Queensland, 4072, Australia
| | - Amanda L Richdale
- Olga Tennison Autism Research Centre, School of Psychological Science, La Trobe University, Bundoora, Victoria, 3086, Australia.,Cooperative Research Centre for Living with Autism (Autism CRC), Level 3 Foxtail Building, Long Pocket, The University of Queensland, Brisbane, Queensland, 4072, Australia
| | - Mirko Uljarević
- Olga Tennison Autism Research Centre, School of Psychological Science, La Trobe University, Bundoora, Victoria, 3086, Australia.,Cooperative Research Centre for Living with Autism (Autism CRC), Level 3 Foxtail Building, Long Pocket, The University of Queensland, Brisbane, Queensland, 4072, Australia
| | - Cheryl Dissanayake
- Olga Tennison Autism Research Centre, School of Psychological Science, La Trobe University, Bundoora, Victoria, 3086, Australia.,Cooperative Research Centre for Living with Autism (Autism CRC), Level 3 Foxtail Building, Long Pocket, The University of Queensland, Brisbane, Queensland, 4072, Australia
| | - Andrea C Samson
- Swiss Center for Affective Sciences, University of Geneva, Campus Biotech, Chemin des Mines 9, Geneva, 1202, Switzerland.,Department of Psychiatry and Behavioral Sciences, Stanford School of Medicine, 401 Quarry Road, Stanford, CA, 94305.,Swiss Distance Learning University, Brig, Switzerland, Überlandstrasse 12, Brig, 3900, Switzerland
| |
Collapse
|
37
|
Fenning RM, Baker JK, Moffitt J. Intrinsic and Extrinsic Predictors of Emotion Regulation in Children with Autism Spectrum Disorder. J Autism Dev Disord 2018; 48:3858-3870. [PMID: 29926292 DOI: 10.1007/s10803-018-3647-1] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
Difficulties regulating emotion have been linked to comorbid psychopathology in children with autism spectrum disorder (ASD), but little empirical work has examined predictors of dysregulation in this population. Forty-six families of children with ASD participated in a laboratory visit that included direct measurement of children's IQ, ASD symptoms, and psychophysiological reactivity. Child emotion regulation was observed during independent and co-regulatory tasks, and parental scaffolding was rated in the dyadic context. ASD symptom severity emerged as the strongest predictor of child emotion dysregulation across contexts. Child age and parental scaffolding also uniquely predicted child dysregulation in the dyadic task. Implications for conceptualizing intrinsic and extrinsic influences on emergent emotion regulation in children with ASD are discussed, as are applications to intervention.
Collapse
Affiliation(s)
- Rachel M Fenning
- Department of Child and Adolescent Studies, Center for Autism, California State University, Fullerton, 800 N. State College Blvd. EC-560, Fullerton, CA, 92831, USA.
| | - Jason K Baker
- Department of Child and Adolescent Studies, Center for Autism, California State University, Fullerton, 800 N. State College Blvd. EC-560, Fullerton, CA, 92831, USA
| | - Jacquelyn Moffitt
- Department of Child and Adolescent Studies, Center for Autism, California State University, Fullerton, 800 N. State College Blvd. EC-560, Fullerton, CA, 92831, USA
| |
Collapse
|
38
|
Zantinge G, van Rijn S, Stockmann L, Swaab H. Physiological Arousal and Emotion Regulation Strategies in Young Children with Autism Spectrum Disorders. J Autism Dev Disord 2018; 47:2648-2657. [PMID: 28593596 PMCID: PMC5570774 DOI: 10.1007/s10803-017-3181-6] [Citation(s) in RCA: 28] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/21/2022]
Abstract
This study aimed to assess physiological arousal and behavioral regulation of emotion in the context of frustration in 29 children with Autism Spectrum Disorders (ASD) and 45 typically developing children (41–81 months). Heart rate was continuously measured and emotion strategies were coded, during a locked-box task. Results revealed increases in arousal followed by a decline during recovery, significant for both groups indicating that heart rate patterns between groups were identical. The ASD group deployed less constructive and more venting and avoidance strategies, which was related to language impairments. We conclude that rather than abnormal levels of emotional arousal, a key impairment in young children with ASD may be difficulties in behaviorally regulating and expressing experienced emotions to others.
Collapse
Affiliation(s)
- Gemma Zantinge
- Department of Clinical Child and Adolescent Studies, Leiden University, Leiden, The Netherlands
- Leiden Institute for Brain and Cognition, Leiden, The Netherlands
| | - Sophie van Rijn
- Department of Clinical Child and Adolescent Studies, Leiden University, Leiden, The Netherlands.
- Leiden Institute for Brain and Cognition, Leiden, The Netherlands.
| | - Lex Stockmann
- Centre for Autism, Rivierduinen, Leiden, The Netherlands
| | - Hanna Swaab
- Department of Clinical Child and Adolescent Studies, Leiden University, Leiden, The Netherlands
- Leiden Institute for Brain and Cognition, Leiden, The Netherlands
- Centre for Autism, Rivierduinen, Leiden, The Netherlands
| |
Collapse
|
39
|
Cai RY, Richdale AL, Dissanayake C, Trollor J, Uljarević M. Emotion regulation in autism: Reappraisal and suppression interactions. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2018; 23:737-749. [PMID: 29792076 DOI: 10.1177/1362361318774558] [Citation(s) in RCA: 31] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/28/2022]
Abstract
Emotion regulation has been proposed to be a transdiagnostic factor in the development and maintenance of psychopathology in the general population, yet the nature of the relationships between emotion regulation strategy use and psychological well-being has not been comprehensively explored in individuals with autism spectrum disorder (ASD). The aim of this study was to assess how the individual differences in self-reported emotion regulation strategy use relate to levels of both positive and negative psychological well-being. In total, 56 individuals with ASD aged 14-24 years (Mage = 18.15; SDage = 2.30) completed Emotion Regulation Questionnaire, Diagnostic and Statistical Manual of Mental Disorders-5 Generalized Anxiety Disorder Dimensional Scale, Patient Health Questionnaire-9, Warwick-Edinburgh Mental Well-being Scale and Autism-Spectrum Quotient - Short. Individuals were grouped into four clusters based on their Emotion Regulation Questionnaire subscale scores. Individuals in the high suppression and low reappraisal group expressed higher depressive symptoms and lower positive well-being when compared with the low suppression and high reappraisal group. Interestingly, individuals who self-reported using both high suppression and reappraisal expressed relatively high positive well-being and low depression symptoms. We suggest that the maladaptive effect of habitual suppression usage may be buffered by the habitual use of reappraisal, and this interaction between adaptive and maladaptive emotion regulation strategy use has clinical implications.
Collapse
Affiliation(s)
- Ru Ying Cai
- 1 The Olga Tennison Autism Research Centre, La Trobe University, Australia.,2 Cooperative Research Centre for Living with Autism, Australia
| | - Amanda L Richdale
- 1 The Olga Tennison Autism Research Centre, La Trobe University, Australia.,2 Cooperative Research Centre for Living with Autism, Australia
| | - Cheryl Dissanayake
- 1 The Olga Tennison Autism Research Centre, La Trobe University, Australia.,2 Cooperative Research Centre for Living with Autism, Australia
| | - Julian Trollor
- 2 Cooperative Research Centre for Living with Autism, Australia.,3 UNSW Sydney, Australia
| | - Mirko Uljarević
- 1 The Olga Tennison Autism Research Centre, La Trobe University, Australia.,2 Cooperative Research Centre for Living with Autism, Australia.,4 Stanford Autism Center, Department of Psychiatry and Behavioral Sciences, School of Medicine, Stanford University, Stanford, California, USA
| |
Collapse
|
40
|
Psychophysiological and Behavioral Responses to a Novel Intruder Threat Task for Children on the Autism Spectrum. J Autism Dev Disord 2018. [PMID: 28646372 DOI: 10.1007/s10803-017-3195-0] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/19/2023]
Abstract
We measured skin conductance response (SCR) to escalating levels of a direct social threat from a novel, ecologically-relevant experimental paradigm, the Intruder Threat Task. We simultaneously evaluated the contribution of social symptom severity and behavioral movement. Children with AS group showed less psychophysiological reactivity to social threat than controls across all three phases of the experiment. In the AS group, greater social impairment was significantly associated with reduced SCR. However, movement activity predicted SCR while diagnosis did not. Research and treatment need to account for the complex interplay of emotional reactivity and social behavior in AS. Psychophysiology studies of AS should consider the impact of possible confounds such as movement.
Collapse
|
41
|
Goldsmith SF, Kelley E. Associations Between Emotion Regulation and Social Impairment in Children and Adolescents with Autism Spectrum Disorder. J Autism Dev Disord 2018; 48:2164-2173. [DOI: 10.1007/s10803-018-3483-3] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/21/2022]
|
42
|
De Groot K, Van Strien JW. Self-Report and Brain Indicators of Impaired Emotion Regulation in the Broad Autism Spectrum. J Autism Dev Disord 2018; 47:2138-2152. [PMID: 28447304 PMCID: PMC5487758 DOI: 10.1007/s10803-017-3138-9] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/28/2022]
Abstract
Although not used as a diagnostic criterion, impaired emotion regulation is frequently observed in autism. The present study examined self-reported use of emotion regulation strategies in individuals scoring low or high on autistic traits. In addition, the late positive potential, which is sensitive to emotional arousal, was used to examine the effect of one strategy, reappraisal. Reporting more autistic traits was related to using more maladaptive and fewer adaptive emotion regulation strategies. Across both groups, no attenuation of the late positive potential during downregulation of unpleasant pictures was found, possibly because of the used valence-changing reappraisal operationalisation. Hence, although self-report indicated impaired emotion regulation in individuals high on autistic traits, electrophysiological findings could not confirm this.
Collapse
Affiliation(s)
- Kristel De Groot
- Faculty of Social Sciences, Erasmus University Rotterdam, Burgemeester Oudlaan 50, 3062 PA, Rotterdam, The Netherlands.
| | - Jan W Van Strien
- Faculty of Social Sciences, Erasmus University Rotterdam, Burgemeester Oudlaan 50, 3062 PA, Rotterdam, The Netherlands
| |
Collapse
|
43
|
Emotion Coregulation Processes between Mothers and their Children With and Without Autism Spectrum Disorder: Associations with Children’s Maladaptive Behaviors. J Autism Dev Disord 2017; 48:1235-1248. [DOI: 10.1007/s10803-017-3375-y] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
|
44
|
Brief Report: Inter-Relationship between Emotion Regulation, Intolerance of Uncertainty, Anxiety, and Depression in Youth with Autism Spectrum Disorder. J Autism Dev Disord 2017; 48:316-325. [DOI: 10.1007/s10803-017-3318-7] [Citation(s) in RCA: 48] [Impact Index Per Article: 6.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/21/2022]
|
45
|
Fukai M, Hirosawa T, Kikuchi M, Ouchi Y, Takahashi T, Yoshimura Y, Miyagishi Y, Kosaka H, Yokokura M, Yoshikawa E, Bunai T, Minabe Y. Oxytocin effects on emotional response to others' faces via serotonin system in autism: A pilot study. Psychiatry Res Neuroimaging 2017; 267:45-50. [PMID: 28738293 DOI: 10.1016/j.pscychresns.2017.06.015] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/02/2017] [Revised: 06/27/2017] [Accepted: 06/27/2017] [Indexed: 11/29/2022]
Abstract
The oxytocin (OT)-related serotonergic system is thought to play an important role in the etiology and social symptoms of autism spectrum disorder (ASD). However, no evidence exists for the relation between the prosocial effect of chronic OT administration and the brain serotonergic system. Ten male subjects with ASD were administered OT for 8-10 weeks in an open-label, single-arm, non-randomized, uncontrolled manner. Before and during the OT treatment, positron emission tomography was used with the (11C)-3-amino-4-(2-[(demethylamino)methyl]phenylthio)benzonitrile(11C-DASB) radiotracer. Then binding of serotonin transporter (11C-DASB BPND) was estimated. The main outcome measures were changes in 11C-DASB BPND and changes in the emotional response to others' faces. No significant change was found in the emotional response to others' faces after the 8-10 week OT treatment. However, the increased serotonin transporter (SERT) level in the striatum after treatment was correlated significantly with increased negative emotional response to human faces. This study revealed a relation between changes in the serotonergic system and in prosociality after chronic OT administration. Additional studies must be conducted to verify the chronic OT effects on social behavior via the serotonergic system.
Collapse
Affiliation(s)
- Mina Fukai
- Department of Psychiatry and Neurobiology, Graduate School of Medical Science, Kanazawa University, Kanazawa, Japan
| | - Tetsu Hirosawa
- Department of Psychiatry and Neurobiology, Graduate School of Medical Science, Kanazawa University, Kanazawa, Japan.
| | - Mitsuru Kikuchi
- Department of Psychiatry and Neurobiology, Graduate School of Medical Science, Kanazawa University, Kanazawa, Japan; Research Center for Child Mental Development, Kanazawa University, Kanazawa, Japan
| | - Yasuomi Ouchi
- Department of Biofunctional Imaging, Medical Photonics Research Center, Hamamatsu University School of Medicine, Hamamatsu, Japan
| | - Tetsuya Takahashi
- Research Center for Child Mental Development, Kanazawa University, Kanazawa, Japan
| | - Yuko Yoshimura
- Research Center for Child Mental Development, Kanazawa University, Kanazawa, Japan
| | - Yoshiaki Miyagishi
- Department of Psychiatry and Neurobiology, Graduate School of Medical Science, Kanazawa University, Kanazawa, Japan
| | - Hirotaka Kosaka
- Research Center for Child Mental Development, University of Fukui, Japan
| | - Masamichi Yokokura
- Department of Psychiatry and Neurology, Hamamatsu University School of Medicine, Hamamatsu, Japan
| | - Etsuji Yoshikawa
- Central Research Laboratory, Hamamatsu Photonics KK, Hamamatsu, Japan
| | - Tomoyasu Bunai
- Department of Biofunctional Imaging, Medical Photonics Research Center, Hamamatsu University School of Medicine, Hamamatsu, Japan
| | - Yoshio Minabe
- Department of Psychiatry and Neurobiology, Graduate School of Medical Science, Kanazawa University, Kanazawa, Japan; Research Center for Child Mental Development, Kanazawa University, Kanazawa, Japan
| |
Collapse
|
46
|
Nuske HJ, Hedley D, Woollacott A, Thomson P, Macari S, Dissanayake C. Developmental delays in emotion regulation strategies in preschoolers with autism. Autism Res 2017; 10:1808-1822. [DOI: 10.1002/aur.1827] [Citation(s) in RCA: 37] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/13/2017] [Revised: 04/11/2017] [Accepted: 05/23/2017] [Indexed: 11/06/2022]
Affiliation(s)
- Heather J. Nuske
- Center for Mental Health Policy and Services Research, Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia; Pennsylvania USA
| | - Darren Hedley
- Olga Tennison Autism Research Centre, School of Psychology and Public Health, La Trobe University; Victoria Australia
| | - Alexandra Woollacott
- Psychology Department; College of Arts and Sciences, Seattle University, Seattle; Washington USA
| | - Phoebe Thomson
- Olga Tennison Autism Research Centre, School of Psychology and Public Health, La Trobe University; Victoria Australia
| | - Suzanne Macari
- Child Study Center; School of Medicine, Yale University, New Haven, New Haven; Connecticut USA
| | - Cheryl Dissanayake
- Olga Tennison Autism Research Centre, School of Psychology and Public Health, La Trobe University; Victoria Australia
| |
Collapse
|
47
|
van Steensel FJA, Heeman EJ. Anxiety Levels in Children with Autism Spectrum Disorder: A Meta-Analysis. JOURNAL OF CHILD AND FAMILY STUDIES 2017; 26:1753-1767. [PMID: 28680259 PMCID: PMC5487760 DOI: 10.1007/s10826-017-0687-7] [Citation(s) in RCA: 90] [Impact Index Per Article: 12.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/17/2023]
Abstract
The aim of the current study was to meta-analytically examine whether anxiety levels in children with autism spectrum disorders (ASD) are elevated. A total of 83 articles were selected from a systematic literature search and were included in the meta-analyses. Results demonstrated that children with ASD had higher anxiety levels compared to typically developing children, and this difference increased with IQ. Youth with ASD also tended to have higher anxiety levels compared to clinically referred children, and this difference increased with age. Children with ASD had higher anxiety levels compared to youth with externalizing or developmental problems, but not when compared to youth with internalizing problems. The study findings highlight the importance of more research in order to fully understand the nature and development of anxiety in children with ASD. More specifically, the results suggest that especially high-functioning adolescents with ASD may be at risk for developing anxiety disorders. Therefore, it seems important to carefully follow and monitor children with ASD transcending to adolescence.
Collapse
Affiliation(s)
- Francisca J. A. van Steensel
- Child Development and Education, University of Amsterdam, Research priority area Yield, Nieuwe Achtergracht 127, 1018 WS Amsterdam, Netherlands
| | - Emma J. Heeman
- De Opvoedpoli B.V., Dorpstraat 145, 2712 AG Zoetermeer, Netherlands
| |
Collapse
|
48
|
López-Pérez B, Ambrona T, Gummerum M. Interpersonal emotion regulation in Asperger's syndrome and borderline personality disorder. BRITISH JOURNAL OF CLINICAL PSYCHOLOGY 2016; 56:103-113. [PMID: 27990657 DOI: 10.1111/bjc.12124] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2016] [Revised: 11/04/2016] [Indexed: 01/10/2023]
Abstract
OBJECTIVES Interpersonal emotion regulation (ER) plays a significant role in how individuals meet others' emotional needs and shape social interactions, as it is key to initiating and maintaining high-quality social relationships. Given that individuals with borderline personality disorder (BPD) or Asperger's syndrome (AS) exhibit problems in social interactions, the aim of this study was to examine their use of different interpersonal ER strategies compared to normative control participants. METHODS Thirty individuals with AS, 30 with BPD, and 60 age-, gender-, and education-matched control participants completed a battery of measures to assess interpersonal ER, which assessed to what extent participants tended to engage in interpersonal affect improvement and worsening and to what extent they used different strategies. Before completing those measures, all groups were screened for disorders of Axis I and Axis II with the Structured Clinical Interview for DSM-IV Axis I and Axis II Disorders. RESULTS Compared to controls, individuals with AS and with BPD engaged less in affect improvement. No differences were found for affect worsening. Individuals with AS reported to use less adaptive (attention deployment, cognitive change) and more maladaptive (expressive suppression) interpersonal ER strategies, compared to individuals with BPD and control participants who did not differ from each other. CONCLUSIONS The obtained results suggest the need to develop tailored ER interventions for each of the clinical groups studied. Furthermore, they highlight the need to study further potential differences in intrapersonal and interpersonal ER in clinical populations. PRACTITIONER POINTS Individuals with Asperger's syndrome (AS) and borderline personality disorder (BPD) engaged significantly less than healthy controls in interpersonal affect improvement. Individuals with BPD did not differ from healthy controls in the use of interpersonal strategies. Individuals with AS reported to use more maladaptive and less adaptive strategies than BPD individuals and healthy controls. Understanding differences in interpersonal emotion regulation in individuals with AS and with BPD and normative controls might help practitioners develop better interventions.
Collapse
|
49
|
Boschi A, Planche P, Hemimou C, Demily C, Vaivre-Douret L. From High Intellectual Potential to Asperger Syndrome: Evidence for Differences and a Fundamental Overlap-A Systematic Review. Front Psychol 2016; 7:1605. [PMID: 27812341 PMCID: PMC5071629 DOI: 10.3389/fpsyg.2016.01605] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/14/2016] [Accepted: 10/03/2016] [Indexed: 11/13/2022] Open
Abstract
Background: An increasing number of clinicians point to similar clinical features between some children with High Intellectual Potential (HIP or "Giftedness" = Total IQ > 2 SD), and children with Autism Spectrum Disorder (ASD) without intellectual or language delay, formerly diagnosed with Asperger Syndrome. Some of these common features are social interaction impairments, special interests, and in some cases high-verbal abilities. The aim of this article is to determine whether these similarities exist at more fundamental levels, other than clinical, and to explore the literature in order to provide empirical support for an overlap between ASD and HIP. Method: First, comparative studies between ASD and HIP children were sought. Because of a lack of data, the respective characteristics of ASD and HIP subjects were explored by a cross-sectional review of different areas of research. Emphasis was placed on psychometric and cognitive evaluations, experimental and developmental assessments, and neurobiological research, following a "bottom-up" procedure. Results: This review highlights the existence of similarities in the neurocognitive, developmental and neurobiological domains between these profiles, which require further study. In addition, the conclusions of several studies show that there are differences between HIP children with a homogeneous Intellectual Quotient profile and children with a heterogeneous Intellectual Quotient profile. Conclusion: HIP seems to cover different developmental profiles, one of which might share features with ASD. A new line of investigation providing a possible starting-point for future research is proposed. Its implications, interesting from both clinical and research perspectives, are discussed.
Collapse
Affiliation(s)
- Aurélie Boschi
- Paris Descartes University, Sorbonne Paris CitéParis, France
- Institut National de la Santé et de la Recherche Médicale UMR 1018-CESP, Paris-Saclay-Paris Sud University, UVSQParis, France
- Child Psychiatry Department, Necker-Enfants Malades University HospitalParis, France
| | - Pascale Planche
- CREAD (EA3875), Psychology Department, Bretagne Occidentale UniversityBrest, France
| | - Cherhazad Hemimou
- Paris Descartes University, Sorbonne Paris CitéParis, France
- Institut National de la Santé et de la Recherche Médicale UMR 1018-CESP, Paris-Saclay-Paris Sud University, UVSQParis, France
- Child Psychiatry Department, Necker-Enfants Malades University HospitalParis, France
| | - Caroline Demily
- GénoPsy, Center for Diagnosis and Management of Genetic Psychiatric Disorders, Le Vinatier Hospital and EDR-Psy Team (Centre National de la Recherche Scientifique and Lyon 1 Claude Bernard University)Lyon, France
| | - Laurence Vaivre-Douret
- Paris Descartes University, Sorbonne Paris CitéParis, France
- Institut National de la Santé et de la Recherche Médicale UMR 1018-CESP, Paris-Saclay-Paris Sud University, UVSQParis, France
- Child Psychiatry Department, Necker-Enfants Malades University HospitalParis, France
- Department of Paediatrics, Child Development, Cochin-Port Royal University HospitalParis, France
- IMAGINE Institute, Necker-Enfants Malades University HospitalParis, France
| |
Collapse
|
50
|
Samson AC, Dougherty RF, Lee IA, Phillips JM, Gross JJ, Hardan AY. White matter structure in the uncinate fasciculus: Implications for socio-affective deficits in Autism Spectrum Disorder. Psychiatry Res Neuroimaging 2016; 255:66-74. [PMID: 27552717 DOI: 10.1016/j.pscychresns.2016.08.004] [Citation(s) in RCA: 24] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/22/2015] [Revised: 08/05/2016] [Accepted: 08/12/2016] [Indexed: 11/19/2022]
Abstract
Individuals with Autism Spectrum Disorder (ASD) have social and communication deficits and difficulties regulating emotions. The brain bases of these socio-affective deficits are not yet clear, but one candidate is structural connectivity in the left uncinate fasciculus, which connects limbic temporal and frontal areas thought to be involved in socio-affective processing. In this study, we assessed white matter structure in the left and right uncinate fasciculus in 18 high-functioning individuals with ASD and 18 group-matched typically developing (TD) controls using Diffusion Tensor Imaging. To test specificity of the associations, we also examined the association between both uncinate fasciculi and restricted and repetitive behaviors. Compared to TD individuals, individuals with ASD had significantly lower fractional anisotropy (FA) in the left and right uncinate. Group status significantly moderated the association between left uncinate and socio-affective deficits, indicating that within the ASD group, FA was associated with socio-affective deficits: Individuals with ASD with lower FA in the left uncinate had significantly more social and emotion regulation deficits. There was no association with restricted and repetitive behaviors. This study provides evidence that the left uncinate may play a critical role in socio-affective skills in individuals with ASD.
Collapse
Affiliation(s)
- Andrea C Samson
- Swiss Center for Affective Sciences, Campus Biotech, University of Geneva, Chemin des Mines 9, 1202 Geneva, Switzerland; Department of Psychology, Stanford University, 450 Serra Mall, Stanford, CA 94305, USA.
| | - Robert F Dougherty
- Stanford Center for Cognitive and Neurobiological Imaging, Stanford University, 450 Serra Mall, Stanford, CA 94305, USA
| | - Ihno A Lee
- Department of Psychology, Stanford University, 450 Serra Mall, Stanford, CA 94305, USA
| | - Jennifer M Phillips
- Department of Psychiatry and Behavioral Sciences, Stanford University School of Medicine, 401 Quarry Road, Stanford, CA, USA
| | - James J Gross
- Department of Psychology, Stanford University, 450 Serra Mall, Stanford, CA 94305, USA
| | - Antonio Y Hardan
- Department of Psychiatry and Behavioral Sciences, Stanford University School of Medicine, 401 Quarry Road, Stanford, CA, USA
| |
Collapse
|