Social skills in children with intellectual disabilities with and without autism

Abstract

The results implicate that the CSBQ not only has specific value as a measure of subtle social skills to identify pervasive developmental disorders, but that the instrument also has a specific contribution to differentiating between the two levels of ID. Furthermore, our outcomes imply a slight difference between limitations in subtle social skills as mentioned by the AAMR (American Association on Mental Retardation 2002) and limitations in subtle social skills as seen in milder forms of pervasive developmental disorders. Clinical and theoretical implications will be discussed.

An abductive perspective on clinical reasoning and case formulation

“…Second, known associations between mechanisms can help to suggest additional mechanisms. For example, having proposed in our case study that one of Bryce's causal mechanisms is a learning disability, there is a possibility that he also has poor social skills because there is empirical evidence in the literature for an association between these two (De Bilt et al, 2005). Having an insecure attachment style, he is also likely to hold negative beliefs about himself (Cozzarelli, Karafa, Collins, & Tagler, 2003).…”

Integrating Autism-Related Symptoms into the Dimensional Internalizing and Externalizing Model of Psychopathology. The TRAILS Study

“…Factor analysis revealed a 6-factor structure: Behavior/ Emotions not Optimally Tuned to the Social Situation (Not tuned, 11 items, α=0.84), Reduced Contact and Social Interests (Reduced Contact, 12 items, α=0.76), Orientation Problems in Time, Place or Activity (Orientation, 8 items, α= 0.78), Difficulties in Understanding Social Information (Social Understanding, 7 items, α=0.75), Stereotyped Behavior (Stereotyped, 8 items, α=0.69), and Fear and Resistance to Change (Fear of Change, 3 items, α=0.74). Several studies have supported the factorial structure (Hartman, Luteijn, Serra, and Minderaa 2006;Luteijn et al 2000a) and criterion validity of the CSBQ, in children with and without mental retardation (De Bildt et al 2005;de Bildt et al 2009;Hartman et al 2006;Luteijn et al 2000b). The CSBQ differentiates between (DSM-IV based) autism, PDD-NOS and ADHD, with decreasing scores for these three conditions, respectively (Hartman et al 2006).…”

“…It has proven useful in populations other than ASD such as ADHD for characterizing subthreshold ASD problems (Nijmeijer et al 2008) and delinquent groups ('t Hart-Kerkhoffs, Jansen, Doreleijers, Vermeiren, Minderaa, Geluk et al 2012). The validity of the CSBQ also follows from genetic (Nijmeijer et al 2010), neurocognitive (Blijd-Hoogewys, van Geert, Serra, andGeurts, Luman, and van Meel 2008;Rommelse et al 2009) and behavioral (de Bildt et al 2005;Jaspers et al 2013) studies.…”

Informant Agreement for Youth with Autism Spectrum Disorder or Intellectual Disability: A Meta-analysis

“…This includes symptoms of co-occurring psychiatric disorders, such as anxiety or mood disorders and attention-deficit hyperactivity disorder (ADHD), as well as other behavioral problems including irritability and aggression (e.g., Einfeld et al 2006;Lecavalier 2006). Individuals with ASD or ID also often show deficits across a wide range of social skills, including difficulty interpreting or responding to social cues, avoiding eye contact, difficulty engaging in back-and-forth conversation, limited use of non-verbal behaviors including facial expression and gestures, difficulties with turn-taking or sharing, and poor conflict resolution skills (e.g., de Bildt et al 2005).…”