Transdiagnostic Case Conceptualization of Emotional Problems in Youth with ASD: An Emotion Regulation Approach

Abstract

Youth with autism spectrum disorder often struggle to cope with co-occurring anxiety, depression, or anger, and having both internalizing and externalizing symptoms is a common clinical presentation. A number of authors have designed cognitive-behavioral interventions to address transdiagnostic factors related to multiple emotional problems, although none have applied this focus to youth with ASD. The current review article describes how a transdiagnostic emotion regulation framework may inform cognitive-behavioral interventions for youth with ASD, which until now have focused almost exclusively on anxiety. Research is needed to empirically test how a transdiagnostic intervention can address the processes of emotion regulation and assist youth with ASD to cope with their emotional disorders.

Keywords: autism spectrum disorder; cognitive behavior therapy; emotion regulation; transdiagnostic.

Figure 1

Transdiagnostic emotion regulation model. The five processes of Gross and Thompson's (2007) modal model of emotion regulation, with each one leading to the next, and response modulation affecting one's situation selection or other ER domains (Level 2). Successful emotion regulation, at any one domain, is considered an individual–relational interaction with parents/caregivers, peers, and other authority figures (e.g., teachers; Level 1). Each process may be “adaptive” or “maladaptive,” depending on any given strategy's short- and long-term outcomes.