2016 Gatlinburg Conference Poster
PS-38
Title: Differential Social Skills in Children with Autism Spectrum Disorder
Authors: Mikaela Kinnear, Regan Linn, Mary Baker-Ericzén, Niamh Murphy, Meghan Fitch, Stephen Kanne, Micah O. Mazurek
Introduction: Deficits in social communication and interaction (SCI) comprise one of two core symptom domains in the DSM-5
definition of autism spectrum disorders (ASD). While SCI deficits tend to be identified later in development in comparison to
behavioral excesses, social difficulties can present significant challenges for those with ASD, particularly as they become more
complex and challenging with age (e.g., Howlin et al., 2000). Longitudinal analyses of social skill development in young children
with ASD indicate that these individuals tend to make moderate growth overtime in this area, particularly during early childhood
(e.g., Gray et al., 2012). Additionally, recent studies have indicated that girls with ASD may display less diagnostic symptomology
in social skill areas than boys (e.g., Coffman, 2015). The current study examines differential presentation of SCI deficits related to
age, gender, and informant using both parent and clinician reports in a community sample of children with ASD.
Methods: Preliminary data are drawn from a comprehensive baseline assessment of an ongoing R01 study conducted in a
community ABA therapy program. The Autism Diagnostic Observation Schedule, 2nd edition (ADOS-2; Lord et al., 2012) was
administered to the child and the Vineland Adaptive Behavior Scales, 2nd edition (VABS; Sparrow, Cicchetti, & Balla, 2005) was
administered to the parent via interview by trained, research reliable project staff. Parents completed the Social Responsiveness
Scale, 2nd edition (SRS-2; Constantino & Gruber, 2012). This sample includes 95 children (79% male) ages 2-10 years (M = 3.9
years; SD = 2.0). Regression analyses were conducted to examine child age associated with each outcome variable. Age groups
were also constructed (2 yrs, 3-4 yrs, and 5+ yrs) and ANOVAs were run to compare socials skills by age and gender. Pearson
correlation coefficients were used to examine relationships between the three measures.
Results: There was a significant relationship between age and the VABS Socialization composite scale standard score such that
impairment in socialization increased with age (F=6.24, p=0.02). This relationship held when comparing age categories. There
were no significant correlations between age and any of the SRS-2 social behavior subscales. The SRS-2 total score showed a
significant relationship with age, but this relationship was no longer significant after accounting for the restricted and repetitive
behaviors. There was no relationship between gender and any of the social measures.
Overall, there was no relationship between the subscales of the parent-rated SRS-2 or VABS-2 and the clinician-rated ADOS social
affect scale. There was a small but significant correlation between the parent-rated SRS-2 "social awareness" subscale and the
ADOS social affect scale (r=0.25, p<0.02).
Discussion: In a community sample, findings were mixed regarding the relationship between severity of social skills deficits and
age for children with autism spectrum disorder in early childhood. As measured by the SRS-2, there is no relationship, and as
measured by the VABS-2, there is a significant positive relationship between age and SCI. Our findings were inconsistent with
previous findings in the literature suggesting further study to clarify factors that influence whether SCI improves with age versus
becoming more impaired with age. Contrary to the previous literature, no relationship was found between gender and severity
of SCI impairment as rated by parent or clinician. Poor correlation between parent-rated and clinician-observed social skills
suggests that additional research is needed to determine potential factors influencing these disparities.
References/Citations:
• Coffman, M.C., Anderson, L. C., Naples, A. J., & McPartland, J. C. (2015). Sex differences in social perception in children
with ASD. Journal of Autism and Developmental Disorders, 45(2), 589-99.
• Constantino, J. N. & Gruber, C. P. (2012). Social responsiveness scale, second edition. Los Angeles, CA: Western
Psychological Services.
• Gray, K., Keating, C., Taffe, J., Einfeld, S., & Tonge, B. (2012). Trajectory of behavior and emotional problems in autism.
American Journal of Intellectual and Developmental Disabilities, 117(2), 121-33.
• Howlin, P., Mawhood, L., & Rutter, M. (2000). Autism and developmental receptive language disorder- a follow-up
comparison in early adult life. II: Social, behavioural, and psychiatric outcomes. Journal of Child Psychology &
Psychiatry, 41(5), 561-78.
2016 Gatlinburg Conference Poster
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PS-38
Lord, C., Rutter, M., DiLavore, P. C., Risi, S., Gotham, K., & Bishop, S. (2012). Autism diagnostic observation schedule,
second edition. Torrance, CA: Western Psychological Services.
Sparrow, S. S., Cecchetti, D. V., & Balla, D. A. (2005). Vineland Adaptive Behavior Scales, second edition. Circle Pines,
MN: American Guidance Service.