143
Views
0
CrossRef citations to date
0
Altmetric
Research Article

How Do Children with Intellectual Disabilities Regulate Their Emotions? The Views of Teachers

, , &

References

  • Astle, D. E., Holmes, J., Kievit, R., & Gathercole, S. E. (2022). Annual research review: The transdiagnostic revolution in neurodevelopmental disorders. Journal of Child Psychology and Psychiatry, 63(4), 397–417. https://doi.org/10.1111/jcpp.13481
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
  • Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise & Health, 11(4), 589–597. https://doi.org/10.1080/2159676X.2019.1628806
  • Dekker, M. C., & Koot, H. M. (2003). DSM-IV disorders in children with borderline to moderate intellectual disability. I: Prevalence and impact. Journal of the American Academy of Child & Adolescent Psychiatry, 42(8), 915–922. https://doi.org/10.1097/01.CHI.0000046892.27264.1A
  • De Los Reyes, A., Augenstein, T. M., Wang, M., Thomas, S. A., Drabick, D. A. G., Burgers, D. E., & Rabinowitz, J. (2015). The validity of the multi-informant approach to assessing child and adolescent mental health. Psychological Bulletin, 141(4), 858–900. https://doi.org/10.1037/a0038498
  • Einfeld, S. L., Ellis, L. A., & Emerson, E. (2011). Comorbidity of intellectual disability and mental disorder in children and adolescents: A systematic review. Journal of Intellectual & Developmental Disability, 36(2), 137–143. https://doi.org/10.1080/13668250.2011.572548
  • Eisenhower, A. S., Baker, B. L., & Blacher, J. (2007). Early student-teacher relationships of children with and without intellectual disability: Contributions of behavioral, social, and self-regulatory competence. Journal of School Psychology, 45(4), 363–383. https://doi.org/10.1016/j.jsp.2006.10.002
  • Emerson, E., & Einfeld, S. L. (2011). Challenging behaviour: Analysis and intervention in people with intellectual disabilities (3rd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9780511861178
  • Emerson, E., Kiernan, C., Alborz, A., Reeves, D., Mason, H., Swarbrick, R., Mason, L., & Hatton, C. (2001). The prevalence of challenging behaviors: A total population study. Research in Developmental Disabilities, 22(1), 77–93. https://doi.org/10.1016/S0891-4222(00)00061-5
  • Emonson, C., Papadopoulos, N., Rinehart, N., Mantilla, A., Fuelscher, I., Boddy, L. M., Pesce, C., & McGillivray, J. (2022). The feasibility and acceptability of a classroom-based physical activity program for children attending specialist schools: A mixed-methods pilot study. BMC Public Health, 22(1), 40. https://doi.org/10.1186/s12889-021-11990-4
  • Garrote, A. (2017). The relationship between social participation and social skills of pupils with an intellectual disability: A study in inclusive classrooms. Frontline Learning Research, 5(1), 1–15. https://doi.org/10.14786/flr.v5i1.266
  • Girgis, M., Paparo, J., & Kneebone, I. (2021). A systematic review of emotion regulation measurement in children and adolescents diagnosed with intellectual disabilities. Journal of Intellectual & Developmental Disability, 46(1), 90–99. https://doi.org/10.3109/13668250.2020.1784520
  • Gratz, K. L., & Roemer, L. (2004). Multidimensional assessment of emotion regulation and dysregulation: Development, factor structure, and initial validation of the difficulties in emotion regulation scale. Journal of Psychopathology and Behavioral Assessment, 26(1), 41–54. https://doi.org/10.1023/B:JOBA.0000007455.08539.94
  • Gross, J. J. (1998). The emerging field of emotion regulation: An integrative review. Review of General Psychology, 2(3), 271–299. https://doi.org/10.1037/1089-2680.2.3.271
  • Gross, J. J. (Ed.). (2014). Handbook of emotion regulation (2nd ed.). The Guilford Press.
  • Gross, J. J. (2015). Emotion regulation: Current status and future prospects. Psychological Inquiry, 26(1), 1–26. https://doi.org/10.1080/1047840X.2014.940781
  • Head, J. C. (2020). Multicontextuality in narrative inquiry. Qualitative Psychology, 7(2), 206–225. https://doi.org/10.1037/qup0000169
  • Hronis, A., Roberts, R., Roberts, L., & Kneebone, I. (2019). Fearless Me!©: A feasibility case series of cognitive behavioral therapy for adolescents with intellectual disability. Journal of Clinical Psychology, 75(6), 919–932. https://doi.org/10.1002/jclp.22741
  • Larkin, P., Jahoda, A., MacMahon, K., & Pert, C. (2012). Interpersonal sources of conflict in young people with and without mild to moderate intellectual disabilities at transition from adolescence to adulthood. Journal of Applied Research in Intellectual Disabilities, 25(1), 29–38. https://doi.org/10.1111/j.1468-3148.2011.00652.x
  • Lester, J. N. (2014). Negotiating abnormality/normality in therapy talk: A discursive psychology approach to the study of therapeutic interactions and children with autism. Qualitative Psychology, 1(2), 178–193. https://doi.org/10.1037/qup0000013
  • Littlewood, M., Dagnan, D., & Rodgers, J. (2018). Exploring the emotion regulation strategies used by adults with intellectual disabilities. International Journal of Developmental Disabilities, 64(3), 204–211. https://doi.org/10.1080/20473869.2018.1466510
  • Maciejewska, E. (2020). Autistic resources from a discourse-analytic perspective. Qualitative Psychology, 7(3), 348–366. https://doi.org/10.1037/qup0000167
  • Munir, K. M. (2016). The co-occurrence of mental disorders in children and adolescents with intellectual disability/intellectual developmental disorder. Current Opinion in Psychiatry, 29(2), 95–102. https://doi.org/10.1097/YCO.0000000000000236
  • Neece, C., Baker, B., Blacher, J., & Crnic, K. (2011). Attention-deficit/hyperactivity disorder among children with and without intellectual disability: An examination across time. Journal of Intellectual Disability Research, 55(7), 623–635. https://doi.org/10.1111/j.1365-2788.2011.01416.x
  • Nelson, J. M., & Harwood, H. R. (2011). A meta-analysis of parent and teacher reports of depression among students with learning disabilities: Evidence for the importance of multi-informant assessment. Psychology in the Schools, 48(4), 371–384. https://doi.org/10.1002/pits.20560
  • QSR International Pty Ltd. (2019). NVivo (version 12.6.0) [computer software]. https://www.qsrinternational.com/nvivo-qualitative-dataanalysis-software/home
  • Rudaz, M., Ledermann, T., Margraf, J., Becker, E. S., Craske, M. G., & Sasayama, D. (2017). The moderating role of avoidance behavior on anxiety over time: Is there a difference between social anxiety disorder and specific phobia? PLOS ONE, 12(7), e0180298. https://doi.org/10.1371/journal.pone.0180298
  • Schwartz, R. W., Ayres, K. M., & Douglas, K. H. (2017). Effects of music on task performance, engagement, and behavior: A literature review. Psychology of Music, 45(5), 611–627. https://doi.org/10.1177/0305735617691118
  • Smith, G. W., & Riccomini, P. J. (2013). The effect of a noise reducing test accommodation on elementary students with learning disabilities. Learning Disabilities Research and Practice, 28(2), 89–95. https://doi.org/10.1111/ldrp.12010
  • St. John, B., Mihaila, I., Dorrance, K., DaWalt, L. S., & Ausderau, K. K. (2018). Reflections from Co-researchers with intellectual disability: Benefits to inclusion in a research study team. Intellectual & Developmental Disabilities, 56(4), 251–262. https://doi.org/10.1352/1934-9556-56.5.251
  • Stoesz, B., Shooshtari, S., Montgomery, J., Martin, T., Heinrichs, D., & Douglas, J. (2014). Reduce, manage or cope: A review of strategies for training school staff to address challenging behaviours displayed by students with intellectual/developmental disabilities. Journal of Research in Special Educational Needs, 16(3), 199–214. https://doi.org/10.1111/1471-3802.12074
  • Svetlana, K., Dučić, B., & Đorđić, S. (2018). Quality of life in adults with intellectual disabilities: Objective indicators. Specijalna Edukacija i Rehabilitacija, 17(3), 307–334. https://doi.org/10.5937/specedreh17-18344
  • Tong, A., Sainsbury, P., & Craig, J. (2007). Consolidated criteria for reporting qualitative research (COREQ): A 32-item checklist for interviews and focus groups. International Journal for Quality in Health Care, 19(6), 349–357. https://doi.org/10.1093/intqhc/mzm042
  • Young, R., Dagnan, D., & Jahoda, A. (2016). Leaving school: A comparison of the worries held by adolescents with and without intellectual disabilities. Journal of Intellectual Disability Research, 60(1), 9–21. https://doi.org/10.1111/jir.12223

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.