Kanner (1943) first used the term ‘Autism’, based on case studies he observed of a group of children who he remarked, differed considerably and uniquely from one another and therefore, deserved careful consideration of their differences. Eight decades later, researchers, like Bolte (2022) argue that frameworks currently used for diagnosing autism, namely the ‘Diagnostic and Statistical Manual of Mental Disorders (5th ed. [DSM-5], American Psychiatric Association, 2013), do not reflect the individual differences and holistic profiles of autistic people. Considering Kanner’s (1943) original insights into autism within the modern 21st century’s diagnostic and intervention systems, this paper explores the context for supporting self-regulation in autistic children from an international lens. The paper also seeks to present a framework for supporting autistic children to develop self-regulation in an Irish context.

The United Nations Convention on the Rights of Persons with Disabilities ([UNCPRD], United Nations, 2007) called for a human rights perspective on education for people with Special Educational Needs (SEN). From a human rights perspective, governments are called upon to remove barriers to the full participation of people with disabilities in society. This includes providing individual support to enable people with SEN to maximise their academic and social development (United Nations, 2007). The Organisation for Economic Co-operation and Development ([OECD], 2011) further argue that more support is needed to enable autistic people to develop autonomy and self-determination. Supporting the development of self-regulation is viewed as key to this goal (Nuske et al., 2021). Autistic people are significantly more likely to have challenges with self-regulation (Kuypers, 2011). 

This paper presents findings from a systematic literature review on self-regulation for autistic children in the Irish and international context. Further, drawing on international policy, and empirical and theoretical literature, it presents an ongoing teacher-designed intervention to promote self-regulation in autistic children in one Irish primary school. Using a case study design, the teacher researcher leading the study used the Stress, Self-Regulation, and Communication Framework (Binns, Hutchinson & Cardy, 2019) to offer an individualised programme for supporting self-regulation for autistic children over three months. Participants include six children with a diagnosis of autism in Ireland. Binns et al. (2019) capture the staged approach to the development of self-regulation in the Stress, Self-Regulation, and Communication framework. The model starts with supporting co-regulation where social partners support the child by pooling executive resources and adapting the environment as needed. The model then moves on to foundational self-regulation capacities, including teaching emotional literacy. Finally, the model focuses on developing autonomous self-regulation strategies where the children can identify causes of dysregulation and develop a toolbox to regulate their emotions. The framework can be individualised to children by adapting the pace, programme, and strategies used. Based on this framework, the primary research question of the current study is how autistic children in a special class in Ireland respond to an individualised self-regulation programme based on the Stress, Self-Regulation, and Communication framework.

A case-study design for supporting the individual development of self-regulation for children with autism is currently being implemented in an Irish context by the lead author. A case study design was chosen due to the difficulty in isolating the development of self-regulation and related interventions from their context (Swanborn, 2010). This is further echoed by design problems in studies that have attempted to do so, including minimum requirements for participants such as verbal intelligence measures and measures of cognitive functioning (e.g. Berkovits, Eisenhower & Blacher, 2017). The case-study design employed in this paper uses a multiple-embedded design to offer an in-depth exploration of each child’s response to the intervention and to help to understand common themes and individual differences. The lead researcher is supporting the class teacher to teach self-regulation using an adapted version of the Stress, Self-Regulation, and Communication Framework (Binns et al., 2019). Firstly, the class teacher was supported by the researcher to help develop co-regulation strategies. This included documenting a sensory audit of the classroom and making environmental changes, and creating a sensory profile of each child. The class teacher is also being supported to teach a self-regulation curriculum which was adapted from the Zones of Regulation programme (Kuypers, 2011). This comprises six weekly one-hour lessons. An inductive approach to data collection is being used in this study to address how findings from the case study can add to understanding the development of self-regulation. Findings from both quantitative and qualitative data from the case study will be presented in the paper. Quantitative data included teacher-, child- and parent-reported measures of self-regulation at baseline, post-intervention and at a 12-week follow-up. Teacher and parent-reported self-regulation were measured using ‘The Emotional Regulation and Social Skills Questionnaire’ (Beaumont & Sofronoff, 2008). Child-reported self-regulation was measured using ‘The Children’s Emotion Management Scale’ (Zeman, Cassano, Suveg, & Shipman, 2010). Qualitative data collected included descriptions of the classroom environment, pupils’ sensory profiles and semi-structured interviews with the teacher and parents. The data will be analysed using a reflexive approach to thematic analysis (Braun & Clarke, 2022).

Reflecting on Kanner’s (1943) original consideration of the differences presented in autistic children, the present paper will present findings that focus on the individual differences of autistic children in response to the self-regulation intervention. This may include when the intervention works best, for whom, and in what setting. The paper will also present the researchers' reflections on the research process within a reflexive paradigm (Braun & Clarke, 2022). The study aims to inform best practice for developing awareness about choosing and applying interventions to support the emotional, academic and social development of autistic children. This may have implications for developing international educational policy, and self-regulation theory.

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