Related Experiment Video
Updated: Nov 1, 2025

Testing Sensory and Multisensory Function in Children with Autism Spectrum Disorder
Published on: April 22, 2015
Self-Regulation is Bi-Directionally Associated with Cognitive Development in Children with Autism
Heather J Nuske1, Melanie Pellecchia1, Cary Kane1
1Penn Center for Mental Health, University of Pennsylvania, PA, USA.
Abstract:
Children with autism are at high risk for self-regulation difficulties because of language delays and emotion-regulation difficulties. In typically-developing children, language development helps promote self-regulation, and in turn, cognitive development. Little research has examined the association between self-regulation and cognitive-skill development in children with autism. Children with autism (5-8 years), who were minimally-verbal (n=38) or typically-verbal (n=46) participated in a structured cognitive assessment and were observed for self-regulation difficulties during the cognitive assessment at the beginning and end of an academic year. Results showed that children with autism who were minimally- compared to typically-verbal had more self-regulation difficulties. Increase in self-regulation difficulties predicted less cognitive-skill gains, regardless of verbal ability, and cognitive skill gains also predicted changes in self-regulation difficulties. Interventions targeting self-regulation may be appropriate for all children with autism and should be adapted for minimally-verbal children.
More Related Videos
Related Concept Videos
Self-Regulation
Autism Spectrum Disorder
These core symptoms manifest differently among individuals, ranging from mild to severe. The disorder's complexity extends beyond its clinical presentation, encompassing a diverse range of biological, cognitive, and sociocultural influences.
Social Foundations of Self II: The Generalized Other
Modeling in Therapy
Participant Modeling
Participant modeling involves therapists demonstrating calm and effective behaviors in...
Piaget's Theory of Cognitive Development from Childhood into Adulthood
Schemata: Building Blocks of Knowledge
Information Processing Approach

