Emotional self-regulation and autism
Emotional
self-regulation refers to the ability of a person to deal with their
environment in a way that is flexible enough to allow for varying,
socially acceptable responses. Emotional self-regulation abilities
help people assess situations to know if it would be feasible to
respond spontaneously or modulate their impulses.
Children
with autism often find it hard to regulate their emotions which makes
them subject to phases of emotional dysregulation. Emotional
dysregulation is an emotional response that indicates poor modulation
of one’s emotions reflected in a way that isn’t socially
feasible.
Why
is emotional regulation so important?
Emotional
self-regulation is important for several reasons. For school-aged
children, it is imperative to be able to regulate one’s emotions
for effective learning.
When
a child is emotionally regulated, they are most available for
engaging with their teachers and peers and for retaining what’s
been learnt.
Causes
of emotional dysregulation in autistic children
Children
with autism find it hard to communicate their feelings and concerns.
As they also find it hard to symbolize their experiences, they are
prone to disorganized emotions. Other possible factors that make
autistic children prone to emotional dysregulation include:
Physiological
factors
Autistic
children often face sensory processing issues which implies that it
is difficult for their brains to process sensory stimuli in an
organized manner. A child with autism may be hypersensitive to bright
lights or loud background noises, for instance, making them
susceptible to feeling emotionally distressed during such conditions.
Psychological
factors
Children
with autism may find social settings difficult to cope with. Their
anxiety could be triggered by being part of a social situation that
puts them at a loss for what to do or makes them feel uncomfortable.
Being put on the spot at school by being asked a question or being
required to perform a complex academic task could act as triggers for
bringing about a state of meddling and overwhelming negative emotions
such as anxiety and fear.
Special
education schools assist autistic children in the regulation of
emotions by employing preventive strategies that are aimed at
creating an environment conducive to learning. This could include
offering opportunities for physical movement through sensory gyms to
calm and organize the child’s mind and body and using visual
supports in the teaching process, among other things.
Reactive
strategies used by special education schools in the USA and other
parts of the world include creating a place for students that can
serve as a quiet haven to resort to in times of emotional distress.
Other techniques involve reducing the duration of an overwhelming
activity or simplifying it when the child shows signs of being
overwhelmed.
Some
special education schools in NYC, such as Rebecca School in
Manhattan, have a deep and thorough understanding of the various
behavioral issues that children on the autism spectrum tend to
struggle with. These special education schools are known to provide
therapeutic teaching programs that aim to provide not just cognitive
development for the child but emotional development as well.To know more about special education schools NYC visit: www.rebeccaschool.org/
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