Emotional self-regulation strategies as an ally in the academic performance of children with autism spectrum disorder

Abstract

This research study seeks to verify how emotional self-regulation strategies affect the academic performance of students diagnosed with Autism Spectrum Disorder (ASD), specifically in children in the second year of general basic education at the Sebastián de Benalcázar Educational Unit. The study used a quantitative approach, as data were collected from Likert scale surveys administered to educators and family guardians. A descriptive design was also used to determine the perceptions that teachers and families have about these strategies. The results indicate that pictograms, relaxation points, and breathing exercises help with self-control and working independently at school. It is also evident that educators and family members are noticing progress in students when these strategies are implemented, as they observe ways of managing their own emotions. Finally, helping children diagnosed with Autism Spectrum Disorder to manage their emotions becomes relevant for them and for their own learning, so it seems a good idea to continue doing so in this context, the closest context, which in this case is their families and teachers.