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dc.contributor.supervisor Istay, Irene Huxley, Treena University of Lethbridge. Faculty of Education 2010-03-29T19:35:43Z 2010-03-29T19:35:43Z 2008
dc.description vii, 92 leaves ; 28 cm. -- en
dc.description.abstract An investigation on the impact of early attachment on middle childhood in children diagnosed with autism and how it relates to self regulation is necessary to better understand how counselors and psychologists can support the child and caregivers in family-centered practice. Subjects were recruited through an advertisement placed in Autism Calgary Association's newsletter. An investigation of children diagnosed with autism's ability to regulate emotional and physiological states and attachment behavior was made through caregiver response instruments. The Strength and Difficulties Questionnaire and the SAP-REPORT FORM: Language Partner Stage from the SCERTS model of intervention was used for this investigation. Results indicate that there was no relationship between a child having a diagnosis of Autistic disorder, Asperger's disorder, or Pervasive Developmental Disorder-not otherwise specified and the strategies that are used to regulate emotional and physiological states when faced with anger or anxiety. Additionally, pro social behavior is not an indicator of whether the child will seek help from a caregiver for regulation or make use of repetitive behaviors to support regulation. Further investigation is necessary to examine whether attachment-based interventions may be used as a means to aid a child diagnosed with autism in using different strategies to co-regulate or self-soothe in times of stress. en
dc.language.iso en_US en
dc.publisher Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2008 en
dc.relation.ispartofseries Project (University of Lethbridge. Faculty of Education) en
dc.subject Autistic children -- Behavior modification en
dc.subject Autism in children en
dc.title Self regulation in children with autism en
dc.type Thesis en
dc.publisher.faculty Education en

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