Interventions for the Treatment of Self-Regulation Disorders in Children with Autism: A Narrative Review

Document Type : Review Article

Authors

1 Department of Occupational Therapy, School of Rehabilitation, Shahid Beheshti University of Medical Sciences, Tehran, Iran

2 Assistant Professor, Department of Occupational Therapy, School of Rehabilitation Sciences, Isfahan University of Medical Sciences, Isfahan, Iran

Abstract

Background: Autism spectrum disorder is one of the most common developmental disorders among children that emerges in early childhood. These children have disturbances in self-regulation at various levels including physical, sensory, mental, emotional, and social levels. However, there is a clear link between self-regulation and language as well as learning and overall development. Therefore, before we can target a child's developmental skills, we need to know how the child is regulated. This article aimed to review the resources to study interventions for the treatment of self-regulated disorders in children with autism spectrum disorder.Methods: This was a narrative review study. To find studies related to the purpose of the research, a search was performed on English databases of Ot seeker, Google Scholar, Pubmed, using the keywords autism, intervention, and self-regulation management, and Persian data base of Scientific Information Database (SID) using autism and self-regulation Persian keywords. Finally, 18 related studies were selected based on the inclusion criteria.Findings: The literature review showed that interventions related to the treatment of self-regulation disorders in these children include drug therapy, interventions based on sensory processing and sensory integration, behavioral and cognitive-behavioral therapies, types specialized in massages, horseback riding therapy, group interventions, and Chinese medicine.Conclusion: It seems that the selection and application of a specific type of intervention for each child with autism spectrum disorder is dependent on his/her mental age, severity of autism, and the child's environment. Factors related to the individual, interaction, and environment affect the child's ability to self-regulation.

Keywords

References

  1. Asadi S, Sourtiji H. The effect of interventions based on sensory processing and sensory integration on stereotypic behavior in children with autism disorder: A narrative review. J Res Rehabil Sci 2017; 13(6): 359-65. [In Persian].
  2. Garland T. Self-regulation interventions and strategies: Keeping the body, mind and emotions on task in children with autism, ADHD or sensory disorders. Eau Claire, WI: PESI Publishing & Media; 2014.
  3. Cai RY, Richdale AL, Uljarevic M, Dissanayake C, Samson AC. Emotion regulation in autism spectrum disorder: Where we are and where we need to go. Autism Res 2018; 11(7): 962-78.
  4. Pashazadeh Azari Z, Mirzakhani N, Asadi S, Kalantari M, Tabatabaee SM, Rassafiani M. Effect of O sit cushion on stereotypic movements in children with autism using ABA method. Journal of Rehabilitation Medicine 2017; 6(2): 46-58. [In Persian].
  5. Asadi S, Sourtiji H. The Effective interventions to decrease Stereotypic behaviors in people with Autism: Scoping review. Middle Eastern Journal of Disability Studies 2019; [In Press].
  6. McGill F, Boaden D. Pathways to Promoting Self-regulation: What Can You Do? [Online]. [cited 2016]; Available from: URL: http://www.hanen.org/About-Us/Who-We-Help/Academia/Hanen-Insider/Pathways-to-Promoting-Self-regulation--What-Ca-(1).aspx
  7. Oswald D, Whitman T. Autism and self-regulation. PsycCRITIQUES 2004; 49(Suppl 6): 13.
  8. Reid R, Mason L, Asaro-Saddler K. Self-regulation strategies for students with autism spectrum disorder. In: Goldstein S, Naglieri JA, editors. Interventions for autism spectrum disorders: Translating science into practice. New York, NY: Springer; 2013. p. 257-81.
  9. Schilling DL, Schwartz IS. Alternative seating for young children with Autism Spectrum Disorder: effects on classroom behavior. J Autism Dev Disord 2004; 34(4): 423-32.
  10. Jahromi LB, Kasari CL, McCracken JT, Lee LS, Aman MG, McDougle CJ, et al. Positive effects of methylphenidate on social communication and self-regulation in children with pervasive developmental disorders and hyperactivity. J Autism Dev Disord 2009; 39(3): 395-404.
  11. Ahmadi Kahjoogh M, Farahbod M, Soortigi H, Rassafiani M. Sensory processing patterns in children with autism disorder from Winnie Dunn's perspective. Exceptional Children 2011; 10(4): 385-93. [In Persian].
  12. Case-Smith J, Weaver LL, Fristad MA. A systematic review of sensory processing interventions for children with autism spectrum disorders. Autism 2015; 19(2): 133-48.
  13. Murray T. Building bridges: connecting the use of sensory support between home and school for children with Autism in the development of self-regulation [MSc Thesis]. Nanaimo, BC: Vancouver Island University; 2019
  14. Nowell SW. Social-communication and self-regulation development in children with autism spectrum disorder. Chapel Hill: University of North Carolina; 2018.
  15. Laurent AC, Gorman K. Development of emotion self-regulation among young children with autism spectrum disorders: The role of parents. J Autism Dev Disord 2018; 48(4): 1249-60.
  16. Berkovits L, Eisenhower A, Blacher J. Emotion regulation in young children with autism spectrum disorders. J Autism Dev Disord 2017; 47(1): 68-79.
  17. Kuroda M, Kawakubo Y, Kuwabara H, Kano Y, Kamio Y. Characteristics and adaptive problems of adults with subthreshold ASD in cognitive-behavioral intervention research for emotion regulation. Seishin Shinkeigaku Zasshi 2013; 115(6): 623-9. [In Japanese].
  18. Bialas J, Boon R. Effects of self-monitoring on the classroom preparedness skills of kindergarten students at-risk for developmental disabilities. Australasian Journal of Early Childhood 2010; 35(4): 40-52.
  19. Todd T, Reid G, Butler-Kisber L. Cycling for students with ASD: Self-regulation promotes sustained physical activity. Adapt Phys Activ Q 2010; 27(3): 226-41.
  20. Asaro-Saddler K, Saddler B. planning instruction and self-regulation training: Effects on writers with autism spectrum disorders. Except Child 2010; 77: 107-24.
  21. Silva LM, Schalock M, Ayres R, Bunse C, Budden S. Qigong massage treatment for sensory and self-regulation problems in young children with autism: A randomized controlled trial. Am J Occup Ther 2009; 63(4): 423-32.
  22. Silva LM, Schalock M, Ayres R. A model and treatment for autism at the convergence of Chinese medicine and Western science: First 130 cases. Chin J Integr Med 2011; 17(6): 421-9.
  23. Silva LM, Schalock M, Gabrielsen K. Early intervention for autism with a parent-delivered Qigong massage program: A randomized controlled trial. Am J Occup Ther 2011; 65(5): 550-9.
  24. Sourtji H, Sazmand A H, Karbalaei-Nouri A, Jadidi H. Effect of sensory integration therapy on gross and fine motor skills of 5-7 years old children with Down syndrome. J Rehab 2008; 9 (2) :35-40. [In Persian].
  25. Koegel RL. Social development in individuals with high functioning autism and asperger disorder. Res Pract Persons Severe Disabl 2007; 32(2): 140-1.
  26. Carr M, Anderson A, Moore D. Self-management interventions on students with autism: a meta-analysis of single-subject research. Except Child 2014; 81(1): 28-44.
  27. Wilkinson LA. Self-management for children with high-functioning autism spectrum disorders. Interv Sch Clin 2008; 43(3): 150-7.
  28. Hartmann K, Urbano MR, Raffaele CT, Kreiser NL, Williams TV, Qualls LR, et al. Outcomes of an emotion regulation intervention group in young adults with autism spectrum disorder. Bull Menninger Clin 2019; 83(3): 259-77.
  29. Pfeiffer B, Clark GF, Arbesman M. Effectiveness of cognitive and occupation-based interventions for children with challenges in sensory processing and integration: A systematic review. Am J Occup Ther 2018; 72(1): 7201190020p1-9.
  30. Edgington L, Hill V, Pellicano E. The design and implementation of a CBT-based intervention for sensory processing difficulties in adolescents on the autism spectrum. Res Dev Disabil 2016; 59: 221-33.
  31. Scarpa A, Reyes NM. Improving emotion regulation with CBT in young children with high functioning autism spectrum disorders: A pilot study. Behav Cogn Psychother 2011; 39(4): 495-500.
  32. Chan AS, Sze SL, Siu NY, Lau EM, Cheung MC. A Chinese mind-body exercise improves self-control of children with autism: A randomized controlled trial. PLoS One 2013; 8(7): e68184.
  33. Nowell SW, Watson LR, Boyd B, Klinger LG. Efficacy study of a social communication and self-regulation intervention for school-age children with autism spectrum disorder: A randomized controlled trial. Lang Speech Hear Serv Sch 2019; 50(3): 416-33.
  34. Gabriels RL, Agnew JA, Holt KD, Shoffner A, Zhaoxing P, Ruzzano S, et al. Pilot study measuring the effects of therapeutic horseback riding on school-age children and adolescents with autism spectrum disorders. Res Autism Spectr Disord 2012; 6(2): 578-88.
  35. Thompson RM, Johnston S. Use of social stories to improve self-regulation in children with autism spectrum disorders. Phys Occup Ther Pediatr 2013; 33(3): 271-84.
  36. Asaro-Saddler K. Writing Instruction and self-regulation for students with autism spectrum disorders: A systematic review of the literature. Top Lang Disord 2016; 36: 266-83.
  37. Thomson K, Burnham RP, Weiss JA. Brief report of preliminary outcomes of an emotion regulation intervention for children with autism spectrum disorder. J Autism Dev Disord 2015; 45(11): 3487-95.
  38. Lee S H, Simpson R L, Shogren KA. Effects and implications of self-management for students with autism: A meta-analysis. Focus Autism Other Dev Disabl 2007; 22(1): 2-13.
  39. Goldingay S, Stagnitti K, Sheppard L, McGillivray J,
  40. McLean B, Pepin G. An intervention to improve social participation for adolescents with autism spectrum disorder: Pilot study. Dev Neurorehabil 2015; 18(2): 122-30.
  41. Gabriels RL, Pan Z, Dechant B, Agnew JA, Brim N, Mesibov G. Randomized controlled trial of therapeutic horseback riding in children and adolescents with autism spectrum disorder. J Am Acad Child Adolesc Psychiatry 2015; 54(7): 541-9.
Journal of Isfahan Medical School
Volume 38, Issue 590 - Serial Number 590
July and August 2020
Pages 655-663

Files

History

  • Receive Date: 17 February 2020
  • Revise Date:
  • Accept Date: 06 April 2022

Share

How to cite

Statistics