A large proportion of children with autism spectrum disorder often struggle with irritability and behavior challenges stemming from emotional dysregulation — the inability to manage emotional responses. These struggles can include intense, prolonged anger, anxiety, sadness that are disproportionate to situations.
Emotional dysregulation has been associated with increased hospitalization, school disciplinary actions, unsuccessful transitions to college and employment, and the use of psychotropic medications.
Building emotional regulation skills early can make a meaningful difference, helping children manage school routines, build relationships and prepare for later transitions such as college or work.
Sungeun Kang, assistant professor of school psychology, recently led a project to refine and expand an intervention program designed to support regulation among autistic children in school settings.
“School personnel play a central role in children’s regulation support,” said Kang, a CYFS research affiliate. “We wanted to understand how these supports can be implemented in ways that are both effective and realistic within everyday school environments.”
The Regulating Together in Schools program is an adapted version of Regulating Together, an evidence-based group intervention. The school-based version designed to reach more students by building on existing school routines and resources.
School personnel play a central role in children’s regulation support. We wanted to understand how these supports can be implemented in ways that are both effective and realistic within everyday school environments.”
— Sungeun Kang, assistant professor of school psychology
Fifteen school-based professionals from Nebraska, Iowa and Florida — including school psychologists and special education teachers — participated in Zoom-based focus groups.
Participants reviewed the revised program and discussed ways to enhance engagement, feasibility and usability in schools. They emphasized the need for flexible sessions, more concrete examples, and adaptable materials to meet the needs of diverse autistic students.
They also recommended adding videos, animations and other visual supports, and more hands-on activities that include repeated practice and opportunities to check understanding. Using the program during natural breaks in the school day, such as between lunch and class transitions, was also identified as important for feasibility.
“When I led this group in a clinical setting, many caregivers said this was something they had been looking for,” Kang said. “They wanted more support within schools, where children spend most of their time with teachers and peers. If designed well, this can be a meaningful resource in those settings.”
Although perspectives varied across districts with different resources and student populations, participants were generally receptive to the program and recognized its potential value, she said.
“Teachers and school mental health professionals have many demands on their time, so it is essential to make the program easier to use, minimize training requirements and enhance student engagement,” Kang said. “Our goal is to make the program more user-friendly, reduce the workload for educators, and create a more engaging experience for autistic students as they learn emotion regulation strategies.
The project was funded by a Layman Award from the University of Nebraska–Lincoln’s Office of Research and Innovation. Learn more about this project in the CYFS Research Network.