Promoting emotion regulation in young children with autism via parent-mediated intervention: lessons learned from an initial investigation

Abstract

Emotion regulation is critical for mental health and social competence. Many children with autism spectrum disorder struggle to regulate emotions yet there are few evidence-based programs to support this skill. This study examined whether parent-mediated intervention for emotion regulation holds promise in improving this skill among young children with autism spectrum disorder. A multiple probe single-case design evaluated potential efficacy with five parent-child dyads. Results of visual analyses generally did not support effects of the intervention on parent support for emotion regulation and children’s demonstration of this skill in semi-structured tasks. However, follow-up interviews indicated that parents found the intervention useful and applied strategies in daily life. Parent interview data suggested a broad range of child treatment responses.