Atypical social communication is a key indicator of autism spectrum disorder and has long been presumed to interfere with friendship formation and first impressions among typically developing youth. However, emerging literature suggests that such atypicalities may function differently among groups of peers with autism spectrum disorder. The current study aimed to investigate the relationship between atypical social communication patterns and first impression sociometric ratings by peers in groups of youth with autism spectrum disorder. Findings suggest that, contrary to typically developing individuals, several forms of atypical communication among youth with autism spectrum disorder are associated with more positive first impressions by others with autism spectrum disorder. This suggests that interventions designed to increase friendships among youth with autism spectrum disorder may benefit from reframing their approach to addressing atypical social communication.

Background: Neurodivergent youth (i.e., youth with Autism Spectrum Disorder and/or Attention-Deficit Hyperactivity Disorder) are at high risk for engaging in school refusal behaviors, which are associated with negative consequences across multiple domains. However, the literature on factors associated with risk for school refusal behavior among neurodivergent youth is scarce. Method: Latent Profile Analysis is used to identify homogenous groups of neurodivergent youth that are at higher risk for school refusal. Parent-reported data on 482 school-aged youth (Mage = 11.51; SDage = 3.44) with varying levels of neurodivergence were collected. Results: Findings suggest that there are four profiles of youth with varying levels of school refusal: (1) community youth with low school refusal and frequent time in general education, (2) neurodivergent youth with low school refusal and infrequent time in general education, (3) neurodivergent youth with high school refusal and infrequent time in general education, and (4) neurodivergent youth with high school refusal and frequent time in general education. Discussion: Findings provide important insight into different profiles of community and neurodivergent youth at risk for school refusal. Neurodivergent youth with different constellations of autism- and ADHD-related traits, behaviors and school experiences are at a differential likelihood for engaging in school related behaviors. Implications are presented pertaining to the ability to identify and intervene with certain groups of youth, with the intention of preventing negative consequences associated with school refusal behaviors.