Self-regulation is bi-directionally associated with cognitive development in children with autism

Children with autism are at high risk for self-regulation difficulties because of language delays and emotion-regulation difficulties. In typically-developing children, language development helps promote self-regulation, and in turn, cognitive development. Little research has examined the associatio...

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Bibliographic Details
Published in:Journal of applied developmental psychology 2020-05, Vol.68, p.101139-8, Article 101139
Main Authors: Nuske, Heather J., Pellecchia, Melanie, Kane, Cary, Seidman, Max, Maddox, Brenna B., Freeman, Laura MacMullen, Rump, Keiran, Reisinger, Erica M., Xie, Ming, Mandell, David S.
Format: Article
Language:English
Subjects:
Autism
Autistic children
Children
Cognition & reasoning
Cognitive development
Cognitive skills
Delayed language acquisition
Developmental psychology
Emotional regulation
High risk
Language acquisition
Minimally-verbal
Self concept
Self evaluation
Self regulation
Skill development
Verbal ability
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Summary:Children with autism are at high risk for self-regulation difficulties because of language delays and emotion-regulation difficulties. In typically-developing children, language development helps promote self-regulation, and in turn, cognitive development. Little research has examined the association between self-regulation and cognitive-skill development in children with autism. Children with autism (5–8 years), who were minimally-verbal (n = 38) or typically-verbal (n = 46) participated in a structured cognitive assessment and were observed for self-regulation difficulties during the cognitive assessment at the beginning and end of an academic year. Results showed that children with autism who were minimally- compared to typically-verbal had more self-regulation difficulties. Increase in self-regulation difficulties predicted less cognitive-skill gains, regardless of verbal ability, and cognitive skill gains also predicted changes in self-regulation difficulties. Interventions targeting self-regulation may be appropriate for all children with autism and should be adapted for minimally-verbal children. •Children with autism are at high risk for self-regulation difficulties•Children with autism who were minimally- compared to typically-verbal were found to have more self-regulation difficulties•Reduction in self-regulation difficulties over an academic year predicted higher cognitive-skill gains and vice versa•Self-regulation interventions are recommended for children with autism and need adaptation for minimally-verbal children
ISSN:0193-3973
1873-7900
DOI:10.1016/j.appdev.2020.101139