Exploring the usefulness of the Process Model of Emotion Regulation with three children with autism in a primary special school setting
Exploring the usefulness of the Process Model of Emotion Regulation with three children with autism in a primary special school setting

Summary/Abstract: This small-scale study used Gross's Process Model of Emotion Regulation to explore emotion regulation in three primary-aged children with autism. Data included staff interviews and questionnaires, and observations of adult and child emotion regulation strategies. Findings revealed adults used supportive, child-centered strategies, but staff confidence was influenced by experience, knowledge of the child, and knowledge of evidence-based strategies. A good in-school support system was beneficial. Recommendations focus on increasing staff knowledge and practice of regulatory processes and fostering collegiality. Gross's model proved useful for understanding emotion regulation in these children.

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