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

Young autistic persons who struggle to regulate their emotions can experience discomfort that potentially results in high levels of anxiety. Furthermore, it has been suggested that children with autism are more likely to have higher clinical levels of emotional regulation difficulties than their neurotypical peers. The focus of the study was to investigate the emotion regulation of three children with autism through the Process Model of Emotion Regulation (Gross, 1998). Interviews, questionnaires, and observations comprised rich data on how emotion dysregulation and their abilities to self-regulate was displayed by three children with autism. Observations revealed in some instances staff needed to mediate self-regulation for the children. A secondary focus was to explore staff members' confidence in implementing emotion regulation strategies, which varied. Further findings indicated potential reasons for dysregulation and the strategies to support emotion regulation were found to be unique to each child. Common strategies employed by staff and the most frequent strategy using Gross model was attentional deployment. Three themes emerged concerning staff confidence 1) staff experience, 2) staff knowledge of the child and 3) staff knowledge of regulation strategies. Support in the form of peer observation, discussion amongst staff members, and an objective stance regarding the types of pupil support needed in the classroom emerged from data. Key recommendations comprise a deeper understanding of regulatory processes that closely relate to Gross’ Process Model of Emotion Regulation.