Abstract
Background: Children and adolescents with intellectual disabilities are prone to developing emotion dysregulation difficulties. The process model of emotion regulation may offer a comprehensive structure by which to understand this phenomenon. Method: Seventeen children and adolescents with intellectual disabilities participated in semi-structured interviews on their experience of emotion regulation. Reflexive thematic analysis was used to analyse the data obtained. Results: The applicability of the process model of emotion regulation for children and adolescents with intellectual disabilities was confirmed. Additional themes and sub-themes relevant to the model were also identified. Discrepancies in emotion regulation experiences were noted between autistic and non-autistic children and adolescents with intellectual disabilities. Conclusions: The process model was found to be relevant to children and adolescents with intellectual disabilities. The identified themes and sub-themes could guide the development of outcome measures founded on the model for this population.
| Original language | English |
|---|---|
| Pages (from-to) | 386-397 |
| Number of pages | 12 |
| Journal | Journal of Intellectual and Developmental Disability |
| Volume | 50 |
| Issue number | 4 |
| DOIs | |
| Publication status | Published - 2025 |
Bibliographical note
Copyright the Author(s) 2025. Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.Keywords
- autism spectrum disorder
- children and adolescents
- emotion regulation
- individual perspectives
- intellectual disability
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