The effect of peer interaction problems on aggressive behavior of children with autism and intellectual disability: a moderated mediator model

Abstract

Objectives Aggressive behavior can easily lead to anxiety, irritable emotions and even weariness of school in child victims, which poses a serious threat to their physical and mental health. Previous studies have mostly explored the influence of family upbringing on aggressive behavior in ordinary children. The aim of this study is to explore the mediating role of teacher-student relationship and emotional regulation ability in the influence of peer interaction problems on aggressive behavior of children with autism and intellectual disability. Methods A total of 180 children with autism and intellectual disability and their teachers from China were assessed using chili sauce paradigm, Strengths and Difficulties Scale, Emotion Regulation Checklist, and Teacher-Student Relationship Scale. Results (1) Peer problems significantly positively predicted aggressive behavior (β = 0.42, p < 0.001) after controlling for grade, gender and disorder type. (2) Peer problems could indirectly predict aggressive behavior through the mediating effect of teacher-student relationship (indirect effect value = 0.16, 95% CI = 0.10–0.24). (3) The second half of the direct effect of peer problems on aggressive behavior and the mediating effect of close teacher-student relationship were moderated by emotional regulation ability (β = 0.01, p < 0.01, 95% CI = 0.004–0.024). Conclusions The results showed that peer problems affected the teacher-student relationship and further affected aggressive behavior. Emotion regulation ability plays a moderating role in mediating the indirect path.