Social cognition and impaired social interaction in people with severe learning difficulties

Social skills training has focused on 'performance' or overt behaviour, rather than on the other components of successful social functioning: motivation and goals, analysis of social information, and performance feedback, Some basic aspects of this 'analysis' or 'social cognition' component were compared in a preliminary study of 25 teenagers and young adults with severe learning difficulties, whose social interaction was categorized as either 'impaired' or 'appropriate'. As predicted from the literature on autistic children, there were no differences between the groups on tasks involving recognition of the visual aspects of the concept of self or perceptual role-taking. It is suggested that social impairments do not reflect social cognitive abilities which are 'lower level' (i.e. can be solved on the basis of information available to the senses). Contrary to expectations, on the four individual tasks of affective role-taking, which is 'higher level', since it requires inferences to be made about the inner emotional state of another person, the differences between the groups were not significant. However, the results were in the predicted direction, and when scores on the tasks were combined, the overall performance of the socially impaired group was significantly poorer (P less than 0.05). It is suggested that the results from this aspect of social cognition might be attributed either to methodological difficulties or to differences between autistic children and the present sample. The clinical implications of the findings of the study are discussed.