Support and space: exploring the implementation of a neuroaffirmative self-regulation framework for autistic children encompassing environmental, social and cognitive supports

Abstract

The United Nations Convention on the Rights of Persons with Disabilities (United Nations, 2006) has called for a global human rights approach to remove barriers to enable the full participation of people with disabilities in society. This includes developing environments suitable for autistic people, and evidence-based supports for self-regulation. Self-regulation is necessary to return to a calm state and choose strategies to calm oneself down when experiencing sensory overload (Binns, 2019). Guided by a neuroaffirmative lens, the current study sought to explore environmental, social and cognitive supports for self-regulation for autistic children in a special class setting in Ireland. Firstly, environmental supports were identified and modifications were made to the classroom environment to support regulation. Secondly, social supports were provided through co-regulation, where social partners supported regulation by validating emotions and offering calming strategies (Binns, 2019). Thereafter, the study explored the implementation and effectiveness of an individualised cognitive-based self-regulation intervention using an adapted version of the Zones of Regulation Curriculum (Kuypers, 2011). The current study adopted a case study design within a reflexive qualitative paradigm (Braun & Clarke, 2022). Participants included six autistic children, their class teacher and parents. Mixed-methods data were collected. Qualitative data included the Sensory Audit for Schools and Classrooms (Middletown Centre for Autism, n.d) and an individual Positive Sensory Profile (Positive About Autism, n.d.) for each child. Semi-structured interviews were also conducted with the class teacher and parents. Quantitative data included teacher- and parent-reported measures of child self-regulation using the Emotion Regulation and Social Skills Questionnaire, at preintervention, post-intervention and at a 12-week follow-up (Beaumont & Sofronoff, 2009). The results of the study provide preliminary support for an environmental, social and cognitive-based self-regulation intervention, with both qualitative and quantitative results observing an improvement in children’s self-regulation skills. The results also revealed challenges in implementing this intervention, including a lack of parental engagement, which was related to the need for in-person parental training. The results of the study have significant implications for educational policy and practice, including developing an understanding of suitable environmental, social and cognitive supports to maximise the self-regulation development of autistic people. In light of these findings, implications for policy and practice along with recommendations for future research are explored.