Unraveling the Self-Regulation Puzzle: Exploring Challenges and Interventions among Individuals with Autism Spectrum Disorder in the Elementary Age

This issue of NASET’s  Autism Spectrum Disorder series was written by Andrea Smith. Self-regulation is an essential cognitive skill that refers to an individual’s ability to monitor, control, and adapt their behaviors, emotions, and cognitive processes in response to various demands. In the context of autism spectrum disorder (ASD), self-regulation plays a key role in daily functioning, social interactions, and overall well-being. The purpose of exploring how self-regulation impacts individuals with autism, the need for interventions, and the lifelong impacts can better help educators provide the strategies and support for the student’s success. To achieve this objective, I first reviewed the development of self-regulation as it pertains to individuals with ASD. I then reviewed the need for interventions to support self-regulation. Lastly, I reviewed how self-regulation can impact an individual long-term if they are unable to build the skills to self-regulate. The findings presented here hold significant implications for designing targeted interventions that empower individuals with autism to cultivate self-regulation skills and achieve success in the academic setting as well as in their daily lives.

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