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Yeseul Shin, Deanna Swain, Jeongjin Kim, Seok‐Jun Hong, Catherine Lord, So Hyun Kim
(2026).
Emotion Dysregulation Predicts Impairments in Peer Interaction and Adaptive Functioning in Autistic Kindergartners.
Autism Research, 19(5), e70225.
Wiley.
- Publication date
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17 Mar 2026
- Identifier
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10.1002/aur.70225
- Authors
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Yeseul Shin,
Deanna Swain,
Jeongjin Kim,
Seok‐Jun Hong,
Catherine Lord,
So Hyun Kim
- Source
- Autism Research
- Details
- 19(5), e70225
- Reference type
- article
- Publisher
- Wiley
- Metadata source
- crossref
Abstract
ABSTRACT Emotion Dysregulation (ED) refers to difficulties in using adaptive strategies to modulate and express emotional arousal in socially appropriate ways. While ED contributes to developmental trajectories including peer engagement, academic achievement, and mental health in neurotypical children, its impact on autistic children is unclear. This study examines whether ED emerging during school transition can affect peer and adaptive functioning in autistic kindergartners. Participants included 64 autistic children at kindergarten‐entry (M age = 63.06 months) with the majority of children (n = 53) followed at kindergarten‐exit. ED was measured based on the Child Behavioral Checklist‐Dysregulation Profile (CBCL‐DP scores and severity levels) and the CBCL‐Emotion Dysregulation Index scores (CBCL‐EDI). Children's peer engagement was examined with the Penn Interactive Peer Play Scale (PIPPS) and adaptive functioning with the Vineland Adaptive Behavior Scales, Third Edition (VABS‐3). Hierarchical linear regressions were conducted to examine whether ED at kindergarten‐entry predicts peer interaction and adaptive functioning concurrently and longitudinally at kindergarten‐exit while controlling for age, gender, nonverbal IQ, and autism symptom severity. One‐way ANOVAs were analyzed to compare significant mean differences in peer interactions and adaptive functioning domains across three CBCL‐DP severity levels. Higher ED at kindergarten‐entry was a strong predictor of impairments in peer and adaptive skills at both kindergarten‐entry and ‐exit. Significant mean differences in peer interaction and adaptive social outcomes were found at both times across CBCL‐DP severity levels categorized at kindergarten‐entry. Targeted intervention for enhancing ED during the preschool years may optimally support peer engagement and adaptive functioning.
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