Research suggests that a childhood diagnosis of Autism Spectrum Disorder (ASD) or Attention Deficit Hyperactivity Disorder (ADHD) is associated with poorer teacher–child relationship quality and higher rates of externalising behaviours. It is proposed that the socio‐emotional problems experienced by those children with ASD and/or ADHD lead to poor teacher–child relationship quality and an increase in externalising behaviours. It is also proposed that self‐regulation skills and language ability may mediate these relationships. Data from the Longitudinal Study of Australian Children (LSAC) from 5107 participants whose ages ranged from 2 to 3, 6 to 7 and 10 to 11 years were used for these analyses. Outcome variables were teacher–child relationship quality and externalising behaviours. There were direct effects between ADHD/ASD and externalising behaviours (SDQ). Externalising behaviours were also fully mediated by self‐regulation. All other models showed significant partial mediation. Findings suggest that language was not significantly related to either outcome variable. These results support the conclusion that self‐regulation is a protective factor for those diagnosed with ASD and other disorders with associated socio‐emotional problems such as ADHD. Results also suggest that a focus on self‐regulation skills in educational programs has the potential to improve socio‐relational outcomes for all children with socio‐emotional difficulties.

中文翻译：

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自我调节的重要性：早期社会情绪困难对以后的社会情绪和关系结局的调解者

研究表明，儿童期自闭症谱系障碍（ASD）或注意力缺陷多动障碍（ADHD）的诊断与较差的师生关系质量和较高的外在行为相关。有人建议，患有自闭症和/或多动症的孩子所经历的社会情感问题会导致师生关系质量下降，并使外在行为增加。还提出自我调节技能和语言能力可以介导这些关系。这些分析使用了来自5107名年龄在2至3岁，6至7岁和10至11岁之间的澳大利亚儿童纵向研究（LSAC）的数据。结果变量是师生关系质量和外在行为。ADHD / ASD与外在行为（SDQ）之间有直接影响。外在行为也完全由自我调节介导。所有其他模型均显示出显着的部分中介作用。结果表明，语言与两个结果变量均无显着相关。这些结果支持以下结论：自我调节是诊断为患有自闭症和其他伴有社会情感问题的疾病（例如注意力缺陷多动障碍）的人的保护因素。结果还表明，在教育计划中重视自​​我调节技能有可能改善所有有社会情感障碍儿童的社会关系成果。结果表明，语言与两个结果变量均无显着相关。这些结果支持以下结论：自我调节是诊断为患有自闭症和其他伴有社会情感问题的疾病（例如注意力缺陷多动障碍）的人的保护因素。结果还表明，在教育计划中重视自​​我调节技能有可能改善所有有社会情感障碍儿童的社会关系成果。结果表明，语言与两个结果变量均无显着相关。这些结果支持以下结论：自我调节是诊断为患有自闭症和其他伴有社会情感问题的疾病（例如注意力缺陷多动障碍）的人的保护因素。结果还表明，在教育计划中重视自​​我调节技能有可能改善所有有社会情感障碍儿童的社会关系成果。