Examınatıon Of Emotıon And Socıal Skılls In Prımary School Students Wıth Pervasıve Developmental Dısorder Yaygın Gelişimsel Bozukluk Tanılı İlköğretim Öğrencilerinde Duygu Ayarlama ve Sosyal Becerilerin İncelenmesi
Öz
Bu çalışmanın amacı, yaygın gelişimsel bozukluk tanılı ilköğretim öğrencilerinde duygu ayarlama, sosyal beceri düzeyi,
aralarındaki ilişki ve duygu ayarlama ve sosyal beceri düzeyinin ebeveynlerin sosyo-demografik özellikleri ile ilişkisinin
incelenmesidir. Araştırmanın örneklemini ilköğretim okullarında öğrenim gören, araştırmacının ulaşabildiği ve velilerin
izin verdiği 30 normal gelişim gösteren ve 30 yaygın gelişimsel bozukluk tanılı olmak üzere 60 ilköğretim öğrencisi
oluşturmaktadır. Çalışmada kişisel bilgiler için “Kişisel Bilgi Formu”, sosyal beceri düzeyi için “Marmara Sosyal-Duygusal
Uyum Ölçeği”, duygu ayarlama düzeyini belirlemek için “Duygu Ayarlama Ölçeği” uygulanmıştır. Elde edilen verilerin
analizinde bağımsız iki örneklem t testi, ANOVA testi ve Pearson korelasyon tekniklerinden yararlanılmıştır. Araştırmada
elde edilen bulgulara göre, yaygın gelişimsel bozukluk tanılı ilköğretim öğrencilerinin duygu ayarlama ve sosyal becerileri
orta düzeydedir. Yaygın gelişimsel bozukluk tanılı çocukların duygu ayarlama ve sosyal beceri düzeyinin çocuğun bulunduğu
sınıf, anne öğrenim düzeyi, anne medeni durumu ve anne çalışma durumuna göre anlamlı farklılık göstermediği; sosyal
beceri düzeyinin çocuğun yaşı ile ilişkili olduğu sonuçlarına ulaşılmıştır. Çalışmada ayrıca duygu ayarlama ve sosyal beceri
düzeyi arasında pozitif yönlü ve anlamlı ilişki tespit olup elde edilen bulguların literatür ile genel olarak paralellik gösterdiği
sonuçlarına ulaşılmıştır.
Anahtar Kelimeler: yaygın gelişimsel bozukluk, duygu ayarlama, sosyal beceri
1. Introduction
Autism spectrum disorder (ASD) is characterized by
deficits in social communication and the presence of
restricted and repetitive patterns of behaviors, interests,
and activities (APA, 2013). Individuals with ASD have
difficulty in the interests and awareness towards
feelings about other’s reactions, recognition of emotion
expressions (Tracy JL, 2011). It is known that, children and
adults with ASD are inadequate in social communication
because they do not focus their attention on social
stimuli and have difficulties in communicating with and
understanding other people around them (Tracy JL and
Robins RW, 2008; Ashwin C et al., 2006). According to
literature, difficulties in social–emotional domains, such
as understanding and responding to others are broadly
characteristic in ASD (Lombardo MV et al., 2016), struggle
to engage in joint attention, sustain eye contact, and
recognize facial expressions are also seen in ASD (Dawson
G., 2008; Fridenson-Hayo S. et al., 2016). The ability to
respond to social stimuli is a skill that develops in the first
months in children who develop normally. The inadequacy
of this skill leads to significant insufficiencies in social
communication (Luiselli JK. et al., 2008). In fact, failure
to develop these skills may cause children with ASD to be
excluded by their peers and exposed to social abstraction;
In addition, activities aiming to increase social skills help
to express the wishes and needs of individuals diagnosed
with ASD, to share them and to communicate with their
peers (Turhan C. and Vuran S., 2015). It is known that
the repetitive behaviors of children with autism may be
reduced and the social aspects of communication skills
can be improved. In the development of social skills,
group-based social skills interventions (Gates JA.et al.,
2017) modeling with video (Ergenekon Y., 2012) cognitive
social skills programs (Girli A. and Atasoy S., 2010)
emotion teaching with pictures (Girli and Sabırsız, 2011)
are commonly utulized and it is stated that social skills
practices such as these may help individuals with ASD to
learn simple first-aid skills, be able to cope with ridicule,
and to cope with inappropriate avoidance situations,
and consequently the symptoms can be reduced and
the discomfort can be alleviated and the exclusion of
the individual in society can be prevented. Given that individuals with ASD have emotional and behavioral
difficulties, emotion regulation is thought to play a central
role in the manifestation of individual differences in core
ASD-related symptomatology and comorbid problems
(Mazefsky et al., 2014; Weiss J.A., 2014). Many factors
related to emotion-regulating difficulties in children
with ASD have been defined theoretically and it has
been emphasized that parents contribute significantly
to the emotions of their children (Ting V and Weiss JA.,
2017). There are studies suggesting that internalizing
and externalizing problems in children with ASD may be
associated with parent and family factors (Mayes et al.,
2011; Sukhodolsky et al, 2008). On the other hand, it is
important to understand whether the socio-demographic
status of their parents is related to emotion regulation
and social skills status of children with ASD, and to
determine the level of involvement of parents in the
future special education programs. The aim of this study
is to investigate emotion regulation and social skill level
of primary school students diagnosed with ASD and their
relationship with socio-demographic characteristics of
their parents. We hypothesized that, there is a significant
relationship between emotion regulation and social skill
level and socio-demographic characteristics of their
parents in primary school students diagnosed with ASD
2. Materials and Methods
2.1. Participants
The sample for the study group consisted of 30 children
aged between 6 and 13 years who were were diagnosed
with ASD and their mothers. Children who were previously
diagnosed with ASD in the Child and Adolescent Psychiatry
Clinic in Istanbul (30 children who met the criteria for
autistic disorder according to DSM 5 criteria) and who had
not been diagnosed with any other psychiatric disorder
in their psychiatric examinations formed the ASD group.
The diagnosis of ASD was made based on the interviews
with parents and children based on DSM - V criteria and
detailed developmental and psychiatric evaluation. The
control group consisted of 30 primary school students
with normal development and no psychiatric disease.
Results were evaluated by child psychiatrist, psychiatrist
and psychologist. The parents were informed about the purpose of the study and informed consent was obtained
from all parents before the examination.
2.2. Instruments of data collection
Personal Information Questionnaire: The Personal
Information Questionnaire Form prepared by the
researchers is an interview form which includes the
gender, age diagnosis and grade of child and level of
education, marital status and profession of mother and
the number of children the mother has.
Emotion Regulation Checklist (ERC). The Emotion
Regulation Checklist (ERC) the instruments developed by
Shields and Cicchetti (1997) used for the evaluation of
emotion regulation in children. The reliability and validity
studies of the Turkish version of ERC were carried out
by Kapçı et al. (2009). The ERC comprises 24 items that
are assessed on a four point Likert scale (1 = Never;
2 = Sometimes; 3 = Often; 4 = Almost Always) and
can be answered by adults well acquainted with the child,
such as the father, mother, caregiver, or teacher.
Marmara Social-Emotional Adjustment Scale (MSEA).
The Marmara Social–Emotional Adjustment Scale (MSEA)
was used in order to identify the children’s social–
emotional adjustments. The MSEA was created by Güven
et al. (2004) in order to measure the social–emotional
levels of 7-year old children. Işık has tested the reliability
and validity of the scale for 5–6 year old children (2006).
Statistical Analysis. Data were analyzed using the SPSS
21.0 program. The significance level was selected as p
<0.05 in hypothesis testing. Skewness coefficient was
used in the test of normality of the scale scores. Since
the scale scores were found to be normally distributed in
the normality test, the two independent samples t-tests
were used for the comparison of the diagnostic group,
child gender, maternal marital status and working status
variables; ANOVA test was used to compare the age,
class, and mother learning status of the child. When there
was a significant difference in ANOVA test, LSD post hoc
test was used in paired comparisons in order to determine
which groups the difference was between. Pearson
correlation analysis was used to analyze the relationship
between emotion adjustment and social skills.
3. Results
The frequency and percentage distributions of the
sociodemographic information of 60 participants that are
the sample of the study are given in Table 1. %30 of
children with ASD are female and %70 are male. Of the
undiagnosed children, %36.7 were girls and %63.3 were
boys. The mean age of children diagnosed with ASD was
8.57 ± 2.36; The mean age of the children who were
not diagnosed was 7.67 ± 1.42 years. %43.3 of the
children diagnosed with ASD were 6-7 years, %30 were
8-9 years, %26.7 were 10-13 years. group. %53.3 of the
undiagnosed children are in the 6-7 age group, %36.7 in
the 8-9 age group, and %10 in the 10-13 age group. %50
of the mother of the children with ASD were educated at
primary level, %26.7 at high school and %23.3 at university
level. Of the mother of the undiagnosed children, %13.3
were educated at primary level, %3.3 were at high school
and %83.3 were at university. %86.7 of the mother of
children with ASD and mother of undiagnosed children
were married, and %13.3 were single / divorced. Of the
children diagnosed with ASD, %86.7 of their mother were
housewife, %13.3 had a job, and %23.3 of undiagnosed
children had a housewife mother, %76.7 of their mother
had a job (table 1).
Descriptive statistics and comparison of the scales by
groups are shown in Table 2. The mean ERC score of
children with ASD (2.79 ± 0.38) was “moderate”; the
mean ERC score of the children who were not diagnosed
(3.21 ± 0.29) was found to be “high” (4-1 = 3/3 = 1;
1.00-2.00: low; 2.01-3.00: medium; 3.01-4.00: high).
ERC scores of primary school children not diagnosed were
significantly higher than those of children diagnosed with
ASD (t=-4,89; p<0,05) (table 2). The mean MSEA score
of children with ASD (1.96 ± 0.35) was “moderate”; the
mean MSEA score of the children who were not diagnosed
(2.59 ± 0.19) was found to be “high” (3-1 = 2/3 = 0.67;
1.00-1.67: low; 1.68-2, 33: medium; 2.34-3.00: high).
MSEA scores were found to be significantly different
between groups (t = -8.68; p <0.05). There was a
positive and significant relationship between ERC scores
and MSEA scores of primary school students diagnosed
with ASD (r = 0.70; p <0.05) (table 2).
Table 3 shows the results of the comparison of the scale
scores according to the sociodemographic characteristics
of the mothers of primary school students diagnosed with
ASD. It was determined that the ERC and MSEA scores of
primary school students diagnosed with ASD did not show
significant differences according to mother education
level. ERC and MSEA scores did not differ significantly
according to maternal marital status and also according
to the working status of the mother (table 3).
4. Discussion
In this study, we determined that 30 ASD and 30
normally developped primary school students showed
significant differences in emotion regulation and social
skill levels. In their studies examining emotion regulation
skills in children with children with autism and with 22q13
deletion syndrome, Glaser and Shaw (2011) showed
that their emotional-social skills were low; however, they
achieved results that could improve further with early
intervention programs. Charlton et al. (2019) found
that adults with ASD and comorbid anxiety or mood
disorder demonstrated significantly greater involuntary
engagement for emotion regulation than those without
an anxiety or unipolar depression diagnosis and those
without anxiety or depression reported significantly
more voluntary engagement. Ting V. and Weiss J.A.
(2017) investigated the association among parent coregulation,
child emotion regulation, and internalizing
and externalizing problems in 51 parents and schoolaged
children with ASD and they reported that parental
co-regulation and overall scaffolding have important
relations to child externalizing problems. These findings
of this study thought to be similar with the findings of
tliterature the suggest that children with ASD have low level of emotion regulations and social skills, but these
skills can be increased by various educational methods.
It was determined that the ERC and MSEA scores of the
primary school students diagnosed with autism did not
show a significant difference according to the mother
education level. In his study, Yüklü (2017) examined
the relationship between emotion regulation and social
problem solving (social skill) levels of kindergarten
students, it was found that emotion regulation and social
skill level were not associated with maternal education
level. It was concluded that there was no significant
relationship between emotion regulation and social skill
level and maternal education level.
In our study, ERC and MSEA scores were not
significantly different according to the maternal marital
status and the level of work of the mother. In the study
where Akbaba (2017) examined the children’s ability to
regulate emotions, he found that there was no significant
relationship between mother’s working status and child’s
emotion regulation skills in his study. It was concluded
that findings of this study and the the limited literature
showed parallelism, there was no significant relationship
between emotion regulation and social skill level and
maternal working status.
It is now known that parenting behavior does not
cause autism. However, parenting is a primary source
of socialization for all young children, and the style and
quality of parenting behavior affects social development in
the context of autism (Caplan et al., 2019). Many studies
have found a relationship between responsive maternal
verbalization (both guiding and non-guiding) and language
development in children with ASD (Haebig et al., 2013a;
Haebig et al. 2013b). It is important for children with
ASD to develop better in society, to develop appropriate
behaviors, to be more active and to better understand
their social skills to better adapt to the community. On
the other hand, it is important to understand whether the
socio-demographic status of their parents is related to
emotion regulation and social skills status of children with
ASD, and to determine the level of involvement of parents
in the future special education programs.
This study is limited to a sample of 30 primary school
students with 30 autism diagnoses. Since the sample size
of the research is disproportionate to the total number
of students making up the research universe, it cannot
be generalized to the universe. The results related to
emotion regulation and social skills of children with ASD
are limited to the scope of the scales used in the study.
Future studies may be helpful in understanding the
relationships between autism, emotion adjustment, and
social skill level and parenting characteristics.
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okuryazarlık düzeyleri arasındaki ilişkinin incelenmesi. Yüksek Lisans Tezi,
Hacettepe Üniversitesi Sağlık Bilimleri Enstitüsü, Ankara.
Bu çalışmanın amacı, yaygın gelişimsel bozukluk tanılı ilköğretim öğrencilerinde duygu ayarlama, sosyal beceri düzeyi,
aralarındaki ilişki ve duygu ayarlama ve sosyal beceri düzeyinin ebeveynlerin sosyo-demografik özellikleri ile ilişkisinin
incelenmesidir. Araştırmanın örneklemini ilköğretim okullarında öğrenim gören, araştırmacının ulaşabildiği ve velilerin
izin verdiği 30 normal gelişim gösteren ve 30 yaygın gelişimsel bozukluk tanılı olmak üzere 60 ilköğretim öğrencisi
oluşturmaktadır. Çalışmada kişisel bilgiler için “Kişisel Bilgi Formu”, sosyal beceri düzeyi için “Marmara Sosyal-Duygusal
Uyum Ölçeği”, duygu ayarlama düzeyini belirlemek için “Duygu Ayarlama Ölçeği” uygulanmıştır. Elde edilen verilerin
analizinde bağımsız iki örneklem t testi, ANOVA testi ve Pearson korelasyon tekniklerinden yararlanılmıştır. Araştırmada
elde edilen bulgulara göre, yaygın gelişimsel bozukluk tanılı ilköğretim öğrencilerinin duygu ayarlama ve sosyal becerileri
orta düzeydedir. Yaygın gelişimsel bozukluk tanılı çocukların duygu ayarlama ve sosyal beceri düzeyinin çocuğun bulunduğu
sınıf, anne öğrenim düzeyi, anne medeni durumu ve anne çalışma durumuna göre anlamlı farklılık göstermediği; sosyal
beceri düzeyinin çocuğun yaşı ile ilişkili olduğu sonuçlarına ulaşılmıştır. Çalışmada ayrıca duygu ayarlama ve sosyal beceri
düzeyi arasında pozitif yönlü ve anlamlı ilişki tespit olup elde edilen bulguların literatür ile genel olarak paralellik gösterdiği
sonuçlarına ulaşılmıştır.
Anahtar Kelimeler: yaygın gelişimsel bozukluk, duygu ayarlama, sosyal beceri
1. Introduction
Autism spectrum disorder (ASD) is characterized by
deficits in social communication and the presence of
restricted and repetitive patterns of behaviors, interests,
and activities (APA, 2013). Individuals with ASD have
difficulty in the interests and awareness towards
feelings about other’s reactions, recognition of emotion
expressions (Tracy JL, 2011). It is known that, children and
adults with ASD are inadequate in social communication
because they do not focus their attention on social
stimuli and have difficulties in communicating with and
understanding other people around them (Tracy JL and
Robins RW, 2008; Ashwin C et al., 2006). According to
literature, difficulties in social–emotional domains, such
as understanding and responding to others are broadly
characteristic in ASD (Lombardo MV et al., 2016), struggle
to engage in joint attention, sustain eye contact, and
recognize facial expressions are also seen in ASD (Dawson
G., 2008; Fridenson-Hayo S. et al., 2016). The ability to
respond to social stimuli is a skill that develops in the first
months in children who develop normally. The inadequacy
of this skill leads to significant insufficiencies in social
communication (Luiselli JK. et al., 2008). In fact, failure
to develop these skills may cause children with ASD to be
excluded by their peers and exposed to social abstraction;
In addition, activities aiming to increase social skills help
to express the wishes and needs of individuals diagnosed
with ASD, to share them and to communicate with their
peers (Turhan C. and Vuran S., 2015). It is known that
the repetitive behaviors of children with autism may be
reduced and the social aspects of communication skills
can be improved. In the development of social skills,
group-based social skills interventions (Gates JA.et al.,
2017) modeling with video (Ergenekon Y., 2012) cognitive
social skills programs (Girli A. and Atasoy S., 2010)
emotion teaching with pictures (Girli and Sabırsız, 2011)
are commonly utulized and it is stated that social skills
practices such as these may help individuals with ASD to
learn simple first-aid skills, be able to cope with ridicule,
and to cope with inappropriate avoidance situations,
and consequently the symptoms can be reduced and
the discomfort can be alleviated and the exclusion of
the individual in society can be prevented. Given that individuals with ASD have emotional and behavioral
difficulties, emotion regulation is thought to play a central
role in the manifestation of individual differences in core
ASD-related symptomatology and comorbid problems
(Mazefsky et al., 2014; Weiss J.A., 2014). Many factors
related to emotion-regulating difficulties in children
with ASD have been defined theoretically and it has
been emphasized that parents contribute significantly
to the emotions of their children (Ting V and Weiss JA.,
2017). There are studies suggesting that internalizing
and externalizing problems in children with ASD may be
associated with parent and family factors (Mayes et al.,
2011; Sukhodolsky et al, 2008). On the other hand, it is
important to understand whether the socio-demographic
status of their parents is related to emotion regulation
and social skills status of children with ASD, and to
determine the level of involvement of parents in the
future special education programs. The aim of this study
is to investigate emotion regulation and social skill level
of primary school students diagnosed with ASD and their
relationship with socio-demographic characteristics of
their parents. We hypothesized that, there is a significant
relationship between emotion regulation and social skill
level and socio-demographic characteristics of their
parents in primary school students diagnosed with ASD
2. Materials and Methods
2.1. Participants
The sample for the study group consisted of 30 children
aged between 6 and 13 years who were were diagnosed
with ASD and their mothers. Children who were previously
diagnosed with ASD in the Child and Adolescent Psychiatry
Clinic in Istanbul (30 children who met the criteria for
autistic disorder according to DSM 5 criteria) and who had
not been diagnosed with any other psychiatric disorder
in their psychiatric examinations formed the ASD group.
The diagnosis of ASD was made based on the interviews
with parents and children based on DSM - V criteria and
detailed developmental and psychiatric evaluation. The
control group consisted of 30 primary school students
with normal development and no psychiatric disease.
Results were evaluated by child psychiatrist, psychiatrist
and psychologist. The parents were informed about the purpose of the study and informed consent was obtained
from all parents before the examination.
2.2. Instruments of data collection
Personal Information Questionnaire: The Personal
Information Questionnaire Form prepared by the
researchers is an interview form which includes the
gender, age diagnosis and grade of child and level of
education, marital status and profession of mother and
the number of children the mother has.
Emotion Regulation Checklist (ERC). The Emotion
Regulation Checklist (ERC) the instruments developed by
Shields and Cicchetti (1997) used for the evaluation of
emotion regulation in children. The reliability and validity
studies of the Turkish version of ERC were carried out
by Kapçı et al. (2009). The ERC comprises 24 items that
are assessed on a four point Likert scale (1 = Never;
2 = Sometimes; 3 = Often; 4 = Almost Always) and
can be answered by adults well acquainted with the child,
such as the father, mother, caregiver, or teacher.
Marmara Social-Emotional Adjustment Scale (MSEA).
The Marmara Social–Emotional Adjustment Scale (MSEA)
was used in order to identify the children’s social–
emotional adjustments. The MSEA was created by Güven
et al. (2004) in order to measure the social–emotional
levels of 7-year old children. Işık has tested the reliability
and validity of the scale for 5–6 year old children (2006).
Statistical Analysis. Data were analyzed using the SPSS
21.0 program. The significance level was selected as p
<0.05 in hypothesis testing. Skewness coefficient was
used in the test of normality of the scale scores. Since
the scale scores were found to be normally distributed in
the normality test, the two independent samples t-tests
were used for the comparison of the diagnostic group,
child gender, maternal marital status and working status
variables; ANOVA test was used to compare the age,
class, and mother learning status of the child. When there
was a significant difference in ANOVA test, LSD post hoc
test was used in paired comparisons in order to determine
which groups the difference was between. Pearson
correlation analysis was used to analyze the relationship
between emotion adjustment and social skills.
3. Results
The frequency and percentage distributions of the
sociodemographic information of 60 participants that are
the sample of the study are given in Table 1. %30 of
children with ASD are female and %70 are male. Of the
undiagnosed children, %36.7 were girls and %63.3 were
boys. The mean age of children diagnosed with ASD was
8.57 ± 2.36; The mean age of the children who were
not diagnosed was 7.67 ± 1.42 years. %43.3 of the
children diagnosed with ASD were 6-7 years, %30 were
8-9 years, %26.7 were 10-13 years. group. %53.3 of the
undiagnosed children are in the 6-7 age group, %36.7 in
the 8-9 age group, and %10 in the 10-13 age group. %50
of the mother of the children with ASD were educated at
primary level, %26.7 at high school and %23.3 at university
level. Of the mother of the undiagnosed children, %13.3
were educated at primary level, %3.3 were at high school
and %83.3 were at university. %86.7 of the mother of
children with ASD and mother of undiagnosed children
were married, and %13.3 were single / divorced. Of the
children diagnosed with ASD, %86.7 of their mother were
housewife, %13.3 had a job, and %23.3 of undiagnosed
children had a housewife mother, %76.7 of their mother
had a job (table 1).
Descriptive statistics and comparison of the scales by
groups are shown in Table 2. The mean ERC score of
children with ASD (2.79 ± 0.38) was “moderate”; the
mean ERC score of the children who were not diagnosed
(3.21 ± 0.29) was found to be “high” (4-1 = 3/3 = 1;
1.00-2.00: low; 2.01-3.00: medium; 3.01-4.00: high).
ERC scores of primary school children not diagnosed were
significantly higher than those of children diagnosed with
ASD (t=-4,89; p<0,05) (table 2). The mean MSEA score
of children with ASD (1.96 ± 0.35) was “moderate”; the
mean MSEA score of the children who were not diagnosed
(2.59 ± 0.19) was found to be “high” (3-1 = 2/3 = 0.67;
1.00-1.67: low; 1.68-2, 33: medium; 2.34-3.00: high).
MSEA scores were found to be significantly different
between groups (t = -8.68; p <0.05). There was a
positive and significant relationship between ERC scores
and MSEA scores of primary school students diagnosed
with ASD (r = 0.70; p <0.05) (table 2).
Table 3 shows the results of the comparison of the scale
scores according to the sociodemographic characteristics
of the mothers of primary school students diagnosed with
ASD. It was determined that the ERC and MSEA scores of
primary school students diagnosed with ASD did not show
significant differences according to mother education
level. ERC and MSEA scores did not differ significantly
according to maternal marital status and also according
to the working status of the mother (table 3).
4. Discussion
In this study, we determined that 30 ASD and 30
normally developped primary school students showed
significant differences in emotion regulation and social
skill levels. In their studies examining emotion regulation
skills in children with children with autism and with 22q13
deletion syndrome, Glaser and Shaw (2011) showed
that their emotional-social skills were low; however, they
achieved results that could improve further with early
intervention programs. Charlton et al. (2019) found
that adults with ASD and comorbid anxiety or mood
disorder demonstrated significantly greater involuntary
engagement for emotion regulation than those without
an anxiety or unipolar depression diagnosis and those
without anxiety or depression reported significantly
more voluntary engagement. Ting V. and Weiss J.A.
(2017) investigated the association among parent coregulation,
child emotion regulation, and internalizing
and externalizing problems in 51 parents and schoolaged
children with ASD and they reported that parental
co-regulation and overall scaffolding have important
relations to child externalizing problems. These findings
of this study thought to be similar with the findings of
tliterature the suggest that children with ASD have low level of emotion regulations and social skills, but these
skills can be increased by various educational methods.
It was determined that the ERC and MSEA scores of the
primary school students diagnosed with autism did not
show a significant difference according to the mother
education level. In his study, Yüklü (2017) examined
the relationship between emotion regulation and social
problem solving (social skill) levels of kindergarten
students, it was found that emotion regulation and social
skill level were not associated with maternal education
level. It was concluded that there was no significant
relationship between emotion regulation and social skill
level and maternal education level.
In our study, ERC and MSEA scores were not
significantly different according to the maternal marital
status and the level of work of the mother. In the study
where Akbaba (2017) examined the children’s ability to
regulate emotions, he found that there was no significant
relationship between mother’s working status and child’s
emotion regulation skills in his study. It was concluded
that findings of this study and the the limited literature
showed parallelism, there was no significant relationship
between emotion regulation and social skill level and
maternal working status.
It is now known that parenting behavior does not
cause autism. However, parenting is a primary source
of socialization for all young children, and the style and
quality of parenting behavior affects social development in
the context of autism (Caplan et al., 2019). Many studies
have found a relationship between responsive maternal
verbalization (both guiding and non-guiding) and language
development in children with ASD (Haebig et al., 2013a;
Haebig et al. 2013b). It is important for children with
ASD to develop better in society, to develop appropriate
behaviors, to be more active and to better understand
their social skills to better adapt to the community. On
the other hand, it is important to understand whether the
socio-demographic status of their parents is related to
emotion regulation and social skills status of children with
ASD, and to determine the level of involvement of parents
in the future special education programs.
This study is limited to a sample of 30 primary school
students with 30 autism diagnoses. Since the sample size
of the research is disproportionate to the total number
of students making up the research universe, it cannot
be generalized to the universe. The results related to
emotion regulation and social skills of children with ASD
are limited to the scope of the scales used in the study.
Future studies may be helpful in understanding the
relationships between autism, emotion adjustment, and
social skill level and parenting characteristics.
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