Presented by: Amy Laurent
Date: Thursday, October 23, 2008
Time: 1:30pm - 3:00pm
Session: Session 3

Outline of Presentation

This workshop will emphasize the critical role of emotional regulation in the achievement of social communicative competence in children and adolescents with ASD. Contemporary research has found that children who learn to regulate their emotional state are more able to relate to others, form peer relationships, and engage in positive social interactions (NRC, 2000). The development of emotional regulatory capacities, however, can be hindered by a number of factors, including, but not limited to, social communication and language delays, sensory processing differences (i.e., unusual responses to sensory stimuli), and inflexible learning styles. This workshop will begin with a brief review of core developmental challenges in emotional regulation that are common in children with ASD. Next, practical guidelines for prioritizing learning objectives for the child will be offered and will cover a wide developmental range from early developmental stages of emotional regulation (e.g., using sensory motor strategies to “regroup” and/or avoid distressful stimuli) to more advanced developmental stages of emotional regulation (e.g., using language to self-talk, plan, organize, and self-monitor). An emphasis will be placed on providing strategies for fostering emotional regulation capacities across the developmental continuum.