Linking Emotion Dysregulation to Autistic Traits Across Neurodiverse Samples

Emotion dysregulation (ED) is defined as difficulty regulating emotions in response to activating situations, and subsequent difficulty choosing an environmentally appropriate strategy to modulate one's emotions. Despite ED being identified as a transdiagnostic construct, little research has examined the links to constructs like social communication and interaction (SCI) and restricted and repetitive behaviors (RRBs). SCIs and RRBs are core components of neurodevelopmental conditions like autism, as well as other mental health conditions more broadly. This article sought to examine the effects of emotional dysphoria and emotional reactivity on SCI and RRBs. Caregivers of 99 youth (64 autistic) ages 6 to 17 completed questionnaires about their child's ED, SCI, and RRBs. Path models were used to examine ED's impact on SCI difficulties and RRBs. Results suggest that both SCI and RRBs are affected by ED dysphoria and reactivity, with some differences across autistic and non-autistic groups. These findings can inform treatments for medication management and intervention planning for different profiles of ED in both autistic and non-autistic youth.Lay AbstractMany youth experience struggle with managing their emotions, which is sometimes called emotion dysregulation. Some youth, particularly autistic youth, also experience difficulties with social communication and present with repetitive or restrictive behaviors and interests. However, research has not closely examined how emotional difficulties might be connected to these specific behaviors. This study looked at two distinct types of emotion dysregulation: persistent low or distressed mood (emotional dysphoria) and intense emotional reactions (emotional reactivity). Caregivers of 99 youth aged 6 to 17, including 63 autistic youth, answered questions about child's emotion regulation, social communication, and repetitive behaviors. The findings show how both types of emotion dysregulation related to greater challenges with social communication and repetitive behaviors, and how there were some differences in how these patterns appear between autistic and non-autistic youth. These findings suggest that addressing emotional difficulties could be an important aspect of supporting youth. Clinicians may benefit from identifying which type of emotional dysregulation a youth experiences to help tailor intervention approaches more effectively for each individual.