EPP065 - The Development of Self-Identity (‘I’) in Children with Autism Spectrum Disorder: Clinical Implications for Self-Regulation.

EPP065

The Development of Self-Identity (‘I’) in Children with Autism Spectrum Disorder: Clinical Implications for Self-Regulation.

J. M. Pałasz ^1,*

¹PAREO CENTRUM TERAPII, KRAKÓW, Poland

 

Introduction:  

The emergence of self-identity (‘I’) represents a fundamental milestone in child development. In neurotypical children, self-recognition and differentiation from others typically precede more advanced processes of emotional and behavioral self-regulation. However, in children with Autism Spectrum Disorder (ASD), the trajectory of self-identity development often follows an atypical path, influencing both communication and regulatory processes.

 

Objectives:  
To examine how alterations in self-identity development in children with ASD affect their capacity for emotional and behavioral self-regulation, and to discuss therapeutic implications for clinical practice in child psychiatry.

 

Methods: Clinical observations and therapeutic case studies of children aged 2–9 years with ASD were included in the analysis. The focus was on language acquisition, self-referential communication (use of “I”, “me”), and parental reports concerning self-awareness. Therapeutic interventions comprised structured speech and language therapy, parent-mediated strategies, and interdisciplinary collaboration with psychiatrists and psychologists.

 

Results: Children who exhibited delayed or atypical self-identity development presented greater challenges in self-regulation, including difficulties in frustration tolerance, impulse control, and emotional expression. Conversely, interventions targeting early self-referential communication and identity development were associated with improved capacity for self-regulation, enhanced social reciprocity, and reduced behavioral crises.

Conclusions: The development of self-identity is a key factor in the regulation of emotions and behavior in children with ASD. Integrating speech and language therapy focused on self-awareness into psychiatric care can support both communication and clinical outcomes. An interdisciplinary approach is essential to address the complex interplay between identity, communication, and regulation.

 

Disclosure of Interest: None Declared