Đề xuất khung cấu trúc và định hướng đánh giá kĩ năng tự điều chỉnh cảm xúc của thiếu niên rối loạn phổ tự kỉ tại cơ sở giáo dục chuyên biệt

Tóm tắt

Autistic adolescents aged 15-18 may show outbursts, avoidance, prolonged shutdown, self-injury, or reliance on adults when facing emotional demands. The cessation of overt behaviour alone does not show whether self-regulation has occurred. This study used a structured narrative review to develop an educational framework for assessing emotion self-regulation in special education settings. The study proposes a framework of six components and 30 observable indicators: awareness of bodily states and triggers; recognising, differentiating and expressing emotions; setting an immediate goal and pausing safely; selecting and carrying out a strategy; seeking and using co-regulation; and recovery, self-review and generalisation. Each indicator is rated on five mastery levels (M0-M4), with a separate code K for situations that have not yet been observed. The framework was built in four steps: coding 23 sources along four axes, merging near-synonymous units, mapping the resulting functions onto the extended process model of Gross (2015), and screening against five pedagogical requirements. The paper stops at the proposal stage; content appraisal and psychometric testing have not been carried out. The framework separates what the adolescent does from what the adult provides, which prevents quiet behaviour from being read as evidence of self-regulation. Unlike the Emotion Dysregulation Inventory (Mazefsky et al., 2018), it does not measure severity of dysregulation but describes skills by level of support, so it suits needs assessment and individualised planning rather than screening. Its main limitation is the absence of data on inter-rater reliability and sensitivity to change; a single total score should therefore not be computed yet.