Self-regulation skills and prosocial behaviours in preschool children with and without autism

ObjectivesThe purpose of this study was to examine the self-regulation skills and prosocial behaviours of children on the autism spectrum (AS) and their non-autistic (NA) peers of the same chronological age. For this purpose, self-regulation skills and prosocial behaviours of children on the AS and NA children were compared, and the relationships between self-regulation skills and prosocial behaviours in both groups were examined.MethodsTo measure self-regulation skills, Self-Regulation Skills Scale for 4-6-Year-Old Children was used. To measure prosocial behaviours, prosocial sub-domain of Strengths and Difficulties Questionnaire was used. All measures were based on mother reports.ResultsFindings showed that (a) there were significant differences between groups in both self-regulation skills and prosocial behaviours, (b) there were moderately positive relationships between self-regulation skills and prosocial behaviours in both groups, and (c) self-regulation was a significant predictor of prosocial behaviours in both children on the AS and their NA peers.ConclusionsThis study shows that children on the AS and their NA peers differ in both self-regulation skills and prosocial behaviours in preschool years. Self-regulation is positively correlated with, and an important predictor of prosocial behaviours. Supporting self-regulation skills can be an important facilitator for preschoolers on the AS to develop prosocial skills which are important for both academic achievements and social skills. Further research examining other variables which may be effective on prosocial behaviours, such as language, educational experience, and symptom severity are needed.