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13 Self-Regulation , Dysregulation , Emotion Regulation and Their Impact on Cognitive and Socio-Emotional Abilities in Children and Adolescents with Autism Spectrum Disorders

The literature about typically developing children describes the development of models and the results of empirical studies focusing on self-regulation, emotion regulation and coregulation during interactions with adults or peers. By contrast, it is only in the last decade that these processes have been examined in atypical children, including children with ASD. Infantile autism is a pervasive developmental disorder characterized by disturbances concerning not only the areas of socialization and communication but also the ability to modify and change behaviour. In recent studies on children with ASD, in order to better understand their deficits in cognitive and social activities, the specificities of their ability or inability to manage and regulate their own behaviour and emotions have been considered. Before the appearance of conceptual models and studies on regulation processes in children with ASD, several models of their deficits or specificities in the mobilization of their executive functions had previously been developed; these models cannot be ignored for the understanding of new conceptions of regulation. This chapter focuses on the impact of specificities of executive functioning, self-regulation and dysregulation on cognitive and socio-emotional abilities in children and adolescents with autism spectrum disorders (ASD). Firstly, we define self-regulation and emotion regulation and explain briefly how these processes develop during typical childhood, and what factors play a role in this evolution. This may help to identify more accurately the differences that appear in children with ASD. Secondly, we present several conceptual models of executive function and regulation in children with ASD, in order to approach their atypical micro-genetic functioning and macro-genetic development, as well as some empirical studies that have confirmed these models. The impact of deficits of self-regulation and dysregulation on their functional abilities and on their development in different areas is highlighted. In particular, we point to the specificities of children with ASD in the area of emotion regulation. On the basis of this literature, we propose an integrative model of functioning and development of children with ASD. Finally, we suggest some perspectives for future research and we give guidelines for assessment and intervention.