Abstract
In this perspective paper, we review established areas of ASD emotional difficulties in relation to “emotional intelligence” (EI) theoretical frameworks. Existing literature suggests that people with ASD have lower EI on average in the domains of perceiving emotions from the environment and body language, using emotions to relate to other’s experience, understanding emotions based on contextual cues, and managing emotions in the self and others. Poorer EI in ASD may detract from academic success, even when cognitive intelligence is intact. We conclude by considering the manner in which EI interventions in special education classrooms and school settings, formerly termed “Social and Emotional Learning” (SEL) programs, can be adapted to promote EI in children with ASD.
Highlights
Salovey and Mayer (1990) defined emotional intelligence as a subset of social intelligence that involves the “ability to monitor one’s own and others’ feelings and emotions, to discriminate among them, and to use this information to guide one’s thinking and actions” (p. 189)
We argued that the ability model of emotional intelligence” (EI) is a useful framework for conceptualizing the emotional symptoms of autism spectrum disorder (ASD)
It is not our position that EI difficulties are the only or most pressing challenge faced by children with ASD in school settings; some children with ASD may not present with any EI difficulties at all (McCrimmon et al, 2016)
Summary
Salovey and Mayer (1990) defined emotional intelligence as a subset of social intelligence that involves the “ability to monitor one’s own and others’ feelings and emotions, to discriminate among them, and to use this information to guide one’s thinking and actions” (p. 189). Individuals with ASD score much higher on continuous measures of alexithymia (Hill et al, 2004; Griffin et al, 2016; Trevisan et al, 2016), even when matched on verbal and nonverbal intelligence (Trevisan et al, 2016) These difficulties in perceiving and reflecting on one’s emotions hinder the effectiveness of psychotherapy, the ability to remediate life problems, and personal growth (Sifneos, 1973). These devices serve as an “emotional prosthetic” for children with poor emotional awareness and may potentially improve subjective awareness of one’s emotional states over time through repeated learning opportunities They can help caregivers and educators understand when the child in their care is overwhelmed or upset, even when the child is not clearly expressing those emotions.
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