Emotional dysregulation(ED)is a common problem in the children with autism spectrum disorder(ASD)and has adverse effects on social interaction,academic achievement,parent-child relationships,and overall functioning.The comorbid ED in the children with ASD is easily confused with or overlooked due to its core symptoms.Assessing the emotional regulation(ER)problems in the children with ASD from multiple perspectives is helpful for the early identification and diagnosis of ED,and can provide the reference for developing intervention methods to improve ED and even the overall prognosis of the children with ASD.Discussing the application of non-pharmacological and pharmacological treatment methods for ED in the children with ASD is helpful for selecting appropriate intervention strategies for ED in different subgroups of the children with ASD,and can also provide the basis for intervention methods more suitable for ED in toddler and preschool-aged children with ASD.Based on relevant research results at home and abroad,this article introduces the research progress in comorbid ED in the children with ASD from the aspects of the current status of emotional dysregulation,assessment methods,and intervention strategies,in order to provide more scientific basis for the early identification,diagnosis,and effective intervention of ED in children with ASD.

Early start denver model(ESDM)is a comprehensive early intervention approach for the children with autism spectrum disorder(ASD)between 12-month-old-36-month-old.The model is built upon the theoretical foundations of applied behavior analysis,denver model(DM),and pivotal response treatment,and it is one of the naturalistic developmental behavioral interventions.Compared with the other early intervention methods,ESDM is not limited by the environment of intervention;it encompasses all the areas of development during teaching practice and has been widely adopted for the early intervention of the children with ASD,and achieves the satisfactory therapeutic effect.The ESDM typically uses an intensive one-on-one intervention approach,but variabilities have emerged in its practical application,such as group ESDM(G-ESDM),parent-implemented ESDM(P-ESDM),and peer-mediated ESDM.In particular,G-ESDM and P-ESDM have provided the learning opportunities for more families,showing a broad application prospect.This study reviews the theoretical foundations,teaching models,and the effects of various intervention modalities of the ESDM in the treatment of ASD;combined with the domestic and international research findings,this study offers a reference for further studies on the mechanism of ESDM intervention for ASD.