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Cognitive and social adaptation in autism spectrum disorder: A prospective cohort study
Márcia Regina Fumagalli Marteleto1, Jacy Perissinoto2
1PhD. Psychologist, Postgraduate Program in Human Communication Disorders, Department of Speech-Language Pathology and Audiology, Universidade Federal de São Paulo (UNIFESP), São Paulo (SP), Brazil.
Insights
Logic, math, and memory skills enhance social integration in children with autism spectrum disorder. General cognitive abilities also improve communication in these children.
Area of Science:
- Developmental Psychology
- Neurodevelopmental Disorders
- Cognitive Science
Background:
- Children encounter developmental challenges, including cognitive, behavioral, and social aspects crucial for growth.
- Cognitive skills are vital for competence and environmental interaction during child development.
Purpose of the Study:
- To identify specific cognitive skills that foster improved social integration in children with autism spectrum disorder (ASD) over a 12-month period.
- To understand the relationship between cognitive abilities and social outcomes in children with ASD.
Main Methods:
- A prospective cohort study involving 21 children (aged 3-12 years) diagnosed with autism spectrum disorder.
- Children were assessed using the Stanford Binet Intelligence Scale (4th Edition).
- Mothers provided data on adaptive behaviors using the Vineland Adaptive Behavior Scale over a 12-month follow-up period.
Main Results:
- Initial assessments showed correlations between Stanford Binet cognitive areas/scores and Vineland Scale domains (communication, daily living, socialization, total score).
- After 12 months, significant correlations persisted between cognitive abilities and adaptive behaviors, including motor skills.
Conclusions:
- Specific cognitive skills, namely logic, mathematics, and memory, are key predictors of better social integration in children with autism spectrum disorder.
- General cognitive ability is positively associated with enhanced communication skills in children with ASD.
Background:
During development, children face a number of demands and cognitive, behavioral, and social challenges necessary for growth. Cognitive skills make individuals competent and allow them to interact with their environment.
Objective:
To identify the cognitive skills that promote better social insertion in children with autism spectrum disorder within 12 months.
Design And Setting:
Prospective cohort study.
Methods:
In this study, 21 children aged 3-12 years were assessed, and their mothers were interviewed. Children were enrolled in regular or special autistic schools. Twelve months after the first assessment, the same children participated in the second assessment. In individual interviews, mothers provided data by answering the Vineland Adaptive Behavior Scale. Each child was assessed individually using the fourth edition of the Stanford Binet Intelligence Scale 4th Edition.
Results:
In the first assessment, the Stanford Binet areas and total scores correlated with the communication domains, daily life abilities, socialization, and total score of the Vineland Scale. After 12 months, a correlation was observed between the Stanford Binet areas and the total and communication domains, daily life abilities, socialization, motor abilities, and total score on the Vineland Scale.
Conclusion:
Logic mathematics and memory promote better social insertion in children with autism spectrum disorder. General cognitive ability promotes communication.
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