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Social Knowledge & Performance in Autism: A Critical Review & Recommendations
Jacquelyn A Gates1, Morgan L McNair1, Jared K Richards1
1Stony Brook University, Stony Brook, USA.
Autistic social challenges may stem from performance difficulties, not just knowledge gaps. Focusing on social performance offers better assessment and intervention strategies for autistic individuals.
Area of Science:
- Neurodevelopmental Disorders
- Social Psychology
- Clinical Psychology
Background:
- Autism spectrum disorder (ASD) has historically been viewed through the lens of social knowledge deficits.
- This perspective has shaped assessment, intervention, and educational approaches for autistic individuals.
- Emerging research challenges this view, proposing social performance difficulties as a more accurate explanation.
Approach:
- This review critically examines the theoretical, clinical, and empirical evidence for the knowledge-performance distinction in autism.
- It analyzes the implications of prioritizing social knowledge versus social performance in research and practice.
- The review integrates these concepts with broader models of social competence in youth.
Key Points:
- Current evidence indicates social knowledge deficits are not definitional to autism or consistently linked to outcomes.
- Overemphasis on social knowledge may lead to inaccurate assessments, ineffective interventions, and stigma.
- Social performance factors show promise for improved modeling and addressing social challenges in autism.
Conclusions:
- Shifting focus from social knowledge to social performance offers new avenues for autism assessment and intervention.
- Prioritizing performance can lead to more effective support, inclusion, and affirmation for autistic people.
- Future research should explore performance-based approaches to enhance social competence in autism.
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