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  Previous issue (2019. Vol. 17, no. 2)

Autism and Developmental Disorders

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1994-1617

ISSN (online): 2413-4317

DOI: http://dx.doi.org/10.17759/autdd

License: CC BY-NC 4.0

Started in 2003

Published quarterly

Free of fees
Open Access Journal

 

Applying a Self-Regulation and Communication Framework to Autism Intervention 272

Binns A., PhD, SLP-CCC, University of Western Ontario, Canada, abinns3@uwo.ca
Abstract
Accumulating evidence demonstrates the important role of self-regulation in children’s academic success and development of social and emotional wellbeing. Binns, Hutchinson and Oram Cardy proposed a framework designed to help clinicians to understand the impact that stress can have on children’s ability to attain a state of regulation and engage with their environment and, simultaneously, to support children’s communication and self-regulation capacities. In this article, I review challenges in the domain of self-regulation specific to children with autism and share special considerations for applying our framework to autism intervention.

Keywords: autism, self-regulation, intervention, therapy, communication, stress, speech language pathology, pre-school, school-age.

Column: (null)

DOI: http://dx.doi.org/10.17759/autdd.2019170204

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