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Parent- and Self-Reported Social Skills Importance in Autism Spectrum Disorder
James A Rankin1,2, Rebecca J Weber1, Erin Kang1
1Department of Psychology, Stony Brook University, Stony Brook, NY, 11794-2500, USA.
Journal of Autism and Developmental Disorders
|September 3, 2015
Summary
Parents and children with autism spectrum disorder (ASD) value social skills. However, parents prioritize assertion and self-control more than their children do, highlighting differing perspectives in ASD assessment.
Area of Science:
- Psychology
- Neurodevelopmental Disorders
- Social Cognition
Background:
- Social skills are frequently evaluated in autism spectrum disorder (ASD).
- Understanding the perceived importance of social skills by individuals with ASD and their families is limited.
- Beliefs about social skills' importance can influence intervention targets and outcomes.
Purpose of the Study:
- To investigate the beliefs of parents and their children with ASD regarding the importance of various social skills.
- To explore the relationship between perceived social skill deficits and their importance ratings.
- To examine how ASD-specific social deficits correlate with perceived importance.
Main Methods:
- Seventy-four parent-child dyads involving individuals with ASD participated.
- Participants rated the importance and severity of general social skills.
- ASD-specific deficit severity was also assessed.
Main Results:
- Both parents and youth with ASD considered social skills important overall.
- Parents rated assertion and self-control as more important than their children did.
- Correlations between deficit severity and importance varied between parent and youth reports, and by specific skill.
Conclusions:
- Social skills importance ratings are a crucial factor to consider in the assessment of autism spectrum disorder.
- Discrepancies in perceived importance between parents and youth with ASD may impact therapeutic goals.
- Further research into these differing perspectives can refine ASD interventions.
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