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Differential Relations Between Parenting and Emotion Regulation in Children with ASD Across Dyadic and Independent Contexts.

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Title: Differential Relations Between Parenting and Emotion Regulation in Children with ASD Across Dyadic and Independent Contexts.
Authors: Baker, Jason K. (AUTHOR), Fenning, Rachel M. (AUTHOR), McElvain, Perri (AUTHOR)
Source: Journal of Autism & Developmental Disorders. Jun2026, Vol. 56 Issue 6, p2311-2322. 12p.
Subjects: Emotion regulation, Cross-sectional method, Play, Pearson correlation (Statistics), Task performance, T-test (Statistics), Data analysis, Research funding, Autism, Parent-child relationships, Questionnaires, Scientific observation, Parenting, Problem solving, Descriptive statistics, Statistics, Intraclass correlation, Asperger's syndrome, Social support, Report writing, Data analysis software, Intelligence tests, Discipline of children, Regression analysis, Children
Abstract: Many children with ASD exhibit difficulties with emotion regulation that greatly impair functioning. Certain intrinsic correlates of dysregulation have been identified in this population, but the search for potential environmental influences has been less fruitful. The current study examined several aspects of parenting as correlates of observed regulation in Autistic children, as measured in both parent-child and independent regulatory contexts. A diverse sample of 76 children with ASD aged 6 to 10 years participated in frustrating laboratory tasks with and without their primary caregivers, and the caregivers completed a parenting questionnaire. Emotion regulation, parental scaffolding, and gentle guidance were coded from videotaped interaction, and scores of parental involvement, positive parenting, and inconsistent discipline were obtained through parent report. Differential relations were observed between parenting and children's regulation when considered across contexts, with parental scaffolding associated with children's dyadic regulation and parents' reports of their involvement and discipline associated with children's independent regulation. Findings support previous evidence identifying a potential delay in the internalization of parental co-regulatory support in Autistic children, and highlight parental involvement as a previously unidentified unique correlate of independent regulation in this population. Implications for conceptualizations of emotion regulation in autism are discussed as is the importance of extending findings through further longitudinal research. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Autism & Developmental Disorders is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Differential Relations Between Parenting and Emotion Regulation in Children with ASD Across Dyadic and Independent Contexts.
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  Data: <searchLink fieldCode="AR" term="%22Baker%2C+Jason+K%2E%22">Baker, Jason K.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Fenning%2C+Rachel+M%2E%22">Fenning, Rachel M.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22McElvain%2C+Perri%22">McElvain, Perri</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Autism+%26+Developmental+Disorders%22">Journal of Autism & Developmental Disorders</searchLink>. Jun2026, Vol. 56 Issue 6, p2311-2322. 12p.
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– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Many children with ASD exhibit difficulties with emotion regulation that greatly impair functioning. Certain intrinsic correlates of dysregulation have been identified in this population, but the search for potential environmental influences has been less fruitful. The current study examined several aspects of parenting as correlates of observed regulation in Autistic children, as measured in both parent-child and independent regulatory contexts. A diverse sample of 76 children with ASD aged 6 to 10 years participated in frustrating laboratory tasks with and without their primary caregivers, and the caregivers completed a parenting questionnaire. Emotion regulation, parental scaffolding, and gentle guidance were coded from videotaped interaction, and scores of parental involvement, positive parenting, and inconsistent discipline were obtained through parent report. Differential relations were observed between parenting and children's regulation when considered across contexts, with parental scaffolding associated with children's dyadic regulation and parents' reports of their involvement and discipline associated with children's independent regulation. Findings support previous evidence identifying a potential delay in the internalization of parental co-regulatory support in Autistic children, and highlight parental involvement as a previously unidentified unique correlate of independent regulation in this population. Implications for conceptualizations of emotion regulation in autism are discussed as is the importance of extending findings through further longitudinal research. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Autism & Developmental Disorders is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=194161942
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s10803-025-06720-3
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 2311
    Subjects:
      – SubjectFull: Emotion regulation
        Type: general
      – SubjectFull: Cross-sectional method
        Type: general
      – SubjectFull: Play
        Type: general
      – SubjectFull: Pearson correlation (Statistics)
        Type: general
      – SubjectFull: Task performance
        Type: general
      – SubjectFull: T-test (Statistics)
        Type: general
      – SubjectFull: Data analysis
        Type: general
      – SubjectFull: Research funding
        Type: general
      – SubjectFull: Autism
        Type: general
      – SubjectFull: Parent-child relationships
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Scientific observation
        Type: general
      – SubjectFull: Parenting
        Type: general
      – SubjectFull: Problem solving
        Type: general
      – SubjectFull: Descriptive statistics
        Type: general
      – SubjectFull: Statistics
        Type: general
      – SubjectFull: Intraclass correlation
        Type: general
      – SubjectFull: Asperger's syndrome
        Type: general
      – SubjectFull: Social support
        Type: general
      – SubjectFull: Report writing
        Type: general
      – SubjectFull: Data analysis software
        Type: general
      – SubjectFull: Intelligence tests
        Type: general
      – SubjectFull: Discipline of children
        Type: general
      – SubjectFull: Regression analysis
        Type: general
      – SubjectFull: Children
        Type: general
    Titles:
      – TitleFull: Differential Relations Between Parenting and Emotion Regulation in Children with ASD Across Dyadic and Independent Contexts.
        Type: main
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            NameFull: Baker, Jason K.
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            NameFull: Fenning, Rachel M.
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            NameFull: McElvain, Perri
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          Dates:
            – D: 01
              M: 06
              Text: Jun2026
              Type: published
              Y: 2026
          Identifiers:
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              Value: 56
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            – TitleFull: Journal of Autism & Developmental Disorders
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