Date of Award
5-2026
Culminating Project Type
Starred Paper
Styleguide
apa
Degree Name
Special Education: M.S.
Department
Special Education
College
School of Education
First Advisor
Dr. Brian J. Valentini
Second Advisor
Dr. Bradley Kaffar
Third Advisor
Dr. Stephen Walker
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
autism emotion regulation visuals adolescents supports
Abstract
This paper examines how structured visual supports, including visual routines and individualized social narratives, reduce anxiety and improve emotional regulation for autistic adolescents in secondary school settings. Guided by the frameworks of Intolerance of Uncertainty and Cognitive Load Theory, this qualitative synthesis reviews peer-reviewed research on school-based interventions targeting students ages 11–19, with particular attention to those requiring Level 2 or Level 3 supports. Findings indicate that environmental predictability and externalized supports play a critical role in reducing cognitive load, clarifying expectations, and minimizing anxiety during transitions. Visual schedules, structured routines, social narratives, and self-monitoring tools consistently emerged as effective strategies when embedded into daily classroom practices. The synthesis further suggests that emotional regulation is not solely an individual skill but is strongly influenced by environmental design, supporting a shift from reactive behavior management to proactive, systems-level supports. Limitations include reliance on mixed-age samples, limited identification of ASD severity levels, and a lack of direct measurement of cognitive load and uncertainty in authentic secondary school environments. Implications emphasize the importance of integrating predictable, visually supported systems across classroom and school contexts to promote independence, reduce dysregulation, and support inclusive practices for adolescents with autism.
Recommended Citation
Osborne, Charity, "Emotional Regulation for Autistic Adolescents Using Visual Supports & Social Narratives" (2026). Culminating Projects in Special Education. 247.
https://repository.stcloudstate.edu/sped_etds/247
