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Emotion Development in Autism

Datos Bibliográficos

ID23619119
AutoresCaitlin M Conner (0000-0002-6224-2086, University of Pittsburgh), Andrea Trubanova Wieckowski (0000-0001-5811-3460, University of Pittsburgh), Taylor N Day (0000-0002-0505-7255, University of Pittsburgh), Carla A Mazefsky (0000-0001-7467-0902, University of Pittsburgh)
Año2022
Páginas219-233
Fecha de publicación2022-01-13
Peer ReviewedSí
Open AccessNo
TipoCHAPTER
RevistaOxford Handbook of Emotional Development (SOURCE_BOOK)
EditorialOxford University Press (PUBLISHER • GB)
DOI10.1093/oxfordhb/9780198855903.013.11
OpenAlexW4205491418
ISBN9780198855903
IdiomaEN
Referencias citadas3

From the earliest descriptions, children with autism have been described as presenting with differences in emotional expression and regulation. However, autism spectrum disorder (ASD) diagnostic criteria do not include these emotional differences. More recently, research has begun to investigate the emotional impairments observed in individuals with ASD across the life span, including how it contributes to a range of poor outcomes. Atypical emotion development can be used to differentiate those at risk for ASD from typically developing children. Research has also identified differences in emotional awareness, expression, recognition, and regulation among children and adults with ASD. Priority areas for future research, such as longitudinal studies of emotion dysregulation beginning in early childhood; development of interventions targeting emotion awareness, recognition, and expression; and study and treatment of emotion dysregulation among adults, will be discussed.

Autism · Autism spectrum disorder · Developmental psychology · Emotional development · Emotional dysregulation · Emotional expression · Expression (computer science) · Psychiatry · Psychological intervention · Social change · Typically developing · Autism Spectrum Disorder Research · Clinical Psychology · Family and Disability Support Research · Genetics and Neurodevelopmental Disorders · Psychology

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    Nancy Eisenberg, Amanda Cumberland et al.•Psychological Inquiry•1998

Velocidad de citaciónhistorical
Altamente citadoNo
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