To what extent are 5 children in a primary school in Kent with Autism Spectrum Disorder able to accurately recognise and regulate emotions?

Adams, Tamsin (2017) To what extent are 5 children in a primary school in Kent with Autism Spectrum Disorder able to accurately recognise and regulate emotions? The STeP Journal (Student Teacher Perspectives), 4 (4). pp. 52-60.

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Abstract

Throughout educational research, there are many suggestions that children with Autism Spectrum Disorder (ASD) have difficulty with regulating their emotions. However, despite the extensive research, there seems to be little about focussing on the amount that children with ASD emotionally regulate. This paper attempts to discuss what emotional regulation means and the importance of recognising and regulating emotions. The small case study within the paper focusses on 5 children within a primary school in Kent who have ASD. These pupils are a range of ages, with one pupil in Reception, two pupils from a Year 3 class and two pupils from a Year 5 class. The case study took place over 8 days, and involves questionnaires and interviews which consider the emotional responses of the children involved within the study. Through conversational analysis, the paper first looks at the individual’s ability to recognise emotions, followed by looking at the individual’s emotional responses to different images or scenarios.

Item Type:	Article
Journal / Publication Title:	The STeP Journal (Student Teacher Perspectives)
Publisher:	University of Cumbria
Departments:	Academic Departments > Institute of Education (IOE) > Initial Teacher Education (ITE)
Additional Information:	Tamsin Adams is a student at Canterbury Christ Church University, UK.
Depositing User:	Anna Lupton
Date Deposited:	16 Nov 2017 11:23
Last Modified:	12 Jan 2024 18:47
URI:	https://insight.cumbria.ac.uk/id/eprint/3398

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