| 其他摘要 | Autism Spectrum Disorder (ASD) is a pervasive developmental disorder that occurs in early childhood and is characterized by impairments in social interaction and social communication, as well as restrictive, repetitive patterns of behavior, interests, or activities. Children with ASD often face significant adjustment barriers, making it difficult to integrate into groups and achieve independent living as adults. Previous studies have shown that ASD is often complicated by difficulties in emotion regulation, and the problem of emotion regulation may be a potential common factor explaining the high incidence of multiple emotional and behavioral problems in children with ASD. However, there is few interventions of emotion regulation for preschool or younger children with ASD. Findings in non-ASD children have shown that verbal skills are critical for the development of emotion regulation and that the development of verbal abilities in childhood contributes to more effective emotion regulation, but this conclusion has not been confirmed in the ASD group of children. Therefore, this study will explore the relationship between verbal competence and emotion regulation ability of ASD children, and provide an empirical reference for emotion regulation intervention in ASD children.
In study 1, the ALSOLIFE assessment system was used to measured the verbal abilities and emotion regulation ability of 700 preschool ASD children and 202 preschool TD children. We compared the differences in verbal competence and emotion regulation abilities of ASD children and TD children. The moderating effect of sample type on the relationship between verbal competence and emotion regulation ability was also investigated. The results showed that the verbal competence and emotion regulation ability of ASD children were significantly lower than those of TD children. Verbal competence was positively correlated with emotion regulation ability, and the sample type had a significant moderating effect between verbal competence and emotion regulation. In children with ASD, verbal competence is more closely related to emotion regulation ability.
In study 2, we examined the difference in emotion regulation ability scores of 1638 preschool ASD children aged 3 to 6 years old between time 1 (T1) and time 2 (T2). The results showed that significant differences could be observed at intervals of 1-3 months and other longer intervals. With the increase of time interval, the difference of scores between the two emotion regulation ability scores of ASD children showed an increasing trend. Further, through the step-by-step hierarchical regression, the influence of the development and changes of the four verbal components, namely the mand, tact, intraverbal, and follow instructions, on the development and change of the emotion regulation ability was investigated. It was found that the changes of mand, tact and intraverbal can significantly and positively predict the changes of the emotion regulation ability of ASD children, but the change of the ability to follow instructions has no significant effect on the development of emotion regulation ability. The longitudinal relationship between verbal components and emotion regulation ability was verified by cross-lagged model. Longitudinal analysis showed that the mand, tact, intraverbal, and follow instructions at T1 could significantly predict the ability of emotion regulation in T2, and the ability of emotion regulation in T1 also positively influences the mand, tact, intraverbal, and follow instructions, and follow instructions of T2. But verbal competence had a stronger effect on emotion regulation.
In conclusion, the following conclusions can be drawn from this study: (1) compared with TD children, ASD children's verbal competence and emotion regulation abilities are significantly worse, but ASD children's verbal competence has a greater impact on emotion regulation ability; (2) the emotion regulation ability of ASD children showed a significant improvement over time; (3) the developmental changes of mand, tact and intraverbal have a significant impact on the developmental changes of emotion regulation in children with ASD; (4) the four verbal behaviors concluding mand, tact, intraverbal, and follow instructions interact with emotion regulation ability of ASD children. The above results suggest the possibility of improving emotion regulation ability in children with ASD through verbal intervention. This study provides empirical support for the relationship between verbal competence and emotion regulation ability in preschool children with ASD, and has certain reference value for the emotion regulation intervention in preschool children with ASD. |
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