In recent decades, autism has been treated much more efficiently than when people first discovered autism and began trying to cure the condition. Currently, the earliest detection system is the school system which is known for not being the best when it comes to the treatment of children in special education. Recently, there have been several improvements in the way the system handles these children and more attention has been paid to them. In fact, children in the school system have been diagnosed with autism much more frequently in recent years (Sullivan, 2013). The recent increase in identification of autism has led to many studies on various aspects of autism. Several studies have been conducted on the emotional and mental state of children diagnosed with autism and have had mixed results. Depending on the child's level of functioning in autism, results may vary depending on the study provided or the symptoms the child presents. Of course, another factor to take into consideration is how the parent regularly interacts with the child. In one study, parenting styles between parents of autistic children and parents of non-autistic children differed greatly in responses (Strid, 2013). This conclusion leads to the fact that families with autistic children react differently to certain scenarios. Having an autistic child in the family can lead to several scenarios involving the child, such as difficulty maintaining order in the home or arguments regarding the child's well-being. However, these circumstances can also lead the child's family to become much more understanding towards people with autism (Jahromi, 2012). The… article focus… on regulation in the context of frustration in high-functioning children with autism and their typical peers. Journal of Child Psychology and Psychiatry, 53(12), 1250-1258.Lopata, C.A. (2012). Feasibility and initial effectiveness of a comprehensive school-based intervention for high-functioning autism spectrum disorders. Psychology in schools, 49(10), 963-974. Strid, K. (2013). Pretend play, deferred imitation, and parent-child interaction in speaking and nonspeaking children with autism. Scandinavian Journal of Psychology, 54(1), 26-32.Sullivan, A. L. (2013). Identifying school-based autism: Prevalence, racial disparities, and systemic correlates. School Psychology Review, 42(3), 298-316.Thompson, T. (2013). Autism research and services for young children: History, progress, and challenges. Journal of Applied Research in Intellectual Disabilities, 26(2), 81-107.