本研究旨在探討自閉症類群障礙症兒童與典型神經發展兒童的情緒調節差異並找出與自閉症兒童情緒調節相關之因子。自閉症兒童以社交互動困難、溝通障礙和重複行為為主要特徵，過去的研究顯示相較於典型發展兒童，自閉症兒童通常在情緒調節方面面臨更多挑戰。情緒調節是個透過監測、評估情境並且適應情緒來確保其情緒在社交場合中以符合社會規範和適當的方式表達。自閉症兒童在不同情境和不同年齡段中經常出現情緒調節障礙和問題行為。瞭解自閉症類群障礙症兒童的情緒調節非常重要，然而，目前對於自閉症兒童情緒調節缺乏全面的研究，且在情緒調節相關因子上也呈現不一致的結果。本研究使用了三種不同的方式測量兒童的情緒調節表現: 家長自評問卷、治療師針對情緒任務行為觀察評分、和皮膚電活動（electrodermal activity）進行生理反應的測量，以提供對自閉症兒童情緒調節的全面洞察。研究結果顯示，自閉症兒童與典型發展兒童在家長自評問卷的情緒調節方面有顯著差異，在情緒任務上則是自閉症兒童顯著較典型發展兒童少用言語表達策略，突顯了自閉症兒童在調節情緒方面面臨的挑戰。此外，研究強調自閉症兒童在情緒任務中隨著時間增長出現的情緒反應顯著增強，在情緒任務時的皮膚電活動以及行為觀察皆有增加的現象。值得注意的是，學齡前的自閉症兒童與同齡的學齡兒童相比表現出較高的皮膚電活動。研究強調了將易於測量的皮膚電活動作為情緒調節指標的重要性，且讓我們注意到不同的測量情緒調節的方式對於自閉症情緒調解的理解會有不同。在相關因子的分析上，我們發現家長自評兒童之情緒調節障礙與問題行為、感覺處理和語言能力有顯著相關。行為編碼的身體負面情緒反應與感覺處理模式中旁觀者的相關是唯一存在顯著相關性的項目。有趣的是，皮膚電活動與所有因素之間均沒有相關。值得注意的是，本研究中使用的三種不同方法之間也沒有相關性。這些研究結果有助於我們對自閉症兒童情緒調節的理解，強調進一步評估方法的必要性，以及考慮主觀和客觀測量以及生理活動反應的重要性。本研究對臨床上針對自閉症兒童情緒調節的能力以及相關因子提供全面理解，綜合評估方法結合了家長報告、行為觀察編碼和皮膚電活動。這些研究結果可以為針對自閉症兒童情緒調節的介入提供依據並在臨床治療時可以考量其他因素的相互關聯性。

This study investigates the differences in emotion dysregulation between autistic and neurotypical (NT) children, aiming to provide comprehensive insights into three aspects of emotion regulation (ER) in autism. Autism spectrum disorder (ASD) is characterized by difficulties in social interaction, communication, and repetitive behaviors. Autistic children commonly experience more challenges regulating their emotions than their NT peers. Individuals may regulate their emotions by monitoring, evaluating, and adapting them in response to their surroundings. This process helps ensure that emotions are expressed in a socially acceptable manner and appropriate for the situation. Impairments in ER and problematic emotional behaviors are frequently observed in autistic children across various situations and different age periods. Understanding ER in this population is crucial. However, limited research has comprehensively examined ER in the young population. This study addresses this gap by focusing on three dimensions of ER: parent-reported assessments, observational coding, and physiological activity measured through electrodermal activity (EDA). The findings reveal significant differences in parent-reported ER between autistic children and NT children, highlighting the challenges that autistic children face in effectively regulating their emotions. In addition, the research emphasizes that autistic children experience a rise in their emotional reactions, increased gaze aversion, and vocalization strategies over time in autistic children. Notably, preschool-aged autistic children exhibit higher physiological arousal compared to their school-aged peers. Furthermore, the study emphasizes the importance of incorporating easily measurable physiological activity as an indicator of ER. This study adds to our knowledge of ER in autistic children by providing a basis for future research that emphasizes the importance of considering various aspects of ER, such as physiological measures, in clinical and educational settings. Therefore, it is essential to provide early intervention programs and tools to help them better manage their emotional responses. Teaching young autistic children healthy coping strategies from an early age can help them regulate their emotions better as they grow.

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