Feasibility of an emotion regulation intervention for young children with autism spectrum disorder: A brief report

摘要

Background: Emotion regulation (ER) is key to young childrens school readiness and mental health. Many children with autism spectrum disorder exhibit emotionally dysregulated behavior, yet no interventions target this skill in the preschool years. This study examined the feasibility and preliminary efficacy of a parent-mediated intervention to promote emotion regulation skills in preschool-age children with autism spectrum disorder.