Abstract Objective To investigate the development of social skills in children with autism spectrum disorder (ASD) and related influencing factors. Methods A total of 889 children with ASD in 10 cities of China were enrolled as subjects. The Autism Social Skills Scale was used to assess their social skills. Results The children with ASD had a lower score of each factor than the theoretical median, with the lowest score for social communication and the highest score for self-regulation. There were significant differences in the total score of social skills and the scores of social cognition and social participation between the children with ASD in different age groups (P < 0.05). There were also significant differences in the total score of social skills and the scores of social orientation, social communication, social participation, and self-regulation between the ASD children with different language levels (P < 0.01). Conclusions Children with ASD have low social skills, and their social skills are associated with age and language level.
WEI Shou-Hong,CAO Jian,MI Tao et al. Development of social skills in children with autism spectrum disorder and related influencing factors[J]. CJCP, 2019, 21(1): 77-81.
WEI Shou-Hong,CAO Jian,MI Tao et al. Development of social skills in children with autism spectrum disorder and related influencing factors[J]. CJCP, 2019, 21(1): 77-81.
Volkmar FR, Wiesner LA. A Practical Guide to Autism:What Every Parent, Family Member, and Teacher Needs to Know[M]. Hoboken, New Jersey:John Wiley & Sons, Inc., 2009:121-183.
[4]
Samuels R, Stansfield J. The effectiveness of social storiesTM to develop social interactions with adults with characteristics of autism spectrum disorder[J]. Br J Learn Disabil, 2012, 40(4):272-285.
[5]
De Boer SR. Successful Inclusion for Students with Autism:Creating a Complete, Effective ASD Inclusion Program[M]. Hoboken:John Wiley & Sons, 2009:84-95.
[6]
Bradshaw J, Steiner AM, Gengoux G, et al. Feasibility and effectiveness of very early intervention for infants at-risk for autism spectrum disorder:a systematic review[J]. J Autism Dev Disord, 2015, 45(3):778-794.
[7]
Matson JL, Matson ML, Rivet TT. Social-skills treatments for children with autism spectrum disorders:an overview[J]. Behav Modif, 2007, 31(5):682-707.
[8]
Filippello P, Marino F, Chilà P, et al. Attachment and social behavior in children's autistic disorders[J]. Life Span Disab, 2015, 18(1):101-118.
[9]
Rutter M, Anthony Bailey MD. Social Communication Questionnaires[M]. Los Angeles, California:WPS, 2003:4-89.
Quill KA. Do-Watch-Listen-Say-Social and Communication Intervention for Children with Autism[M]. Baltimore, Maryland:Paul H Brookes Publishing Co., 2000:13-196.
[12]
Bellini S, Hopf A. The development of the autism social skills profile:a preliminary analysis of psychometric properties[J]. Focus Autism Other Dev Disabl, 2007, 22(2):80-87.
Greene DJ, Colich N, Iacoboni M, et al. Atypical neural networks for social orienting in autism spectrum disorders[J]. Neuroimage, 2011, 56(1):354-362.
[16]
Sakkalou E, Ellis-Davies K, Fowler NC, et al. Infants show stability of goal-directed imitation[J]. J Exp Child Psychol, 2013, 114(1):1-9.
[17]
Silva C, Da Fonseca D, Esteves F, et al. Seeing the funny side of things:humour processing in autism spectrum disorders[J]. Res Autism Spectr Disord, 2017, 43:8-17.
[18]
邹晓燕. 学前儿童社会教育[M]. 北京:北京师范大学出版社, 2017:32-45.
[19]
周念丽. 学前儿童发展心理学[M]. 上海:华东师范大学出版社, 2014:79-110.
[20]
Montgomery CB, Allison C, Lai MC, et al. Do adults with high functioning autism or Asperger syndrome differ in empathy and emotion recognition?[J]. J Autism Dev Disord, 2016, 46(6):1931-1940.
[21]
刘金花. 儿童发展心理学[M]. 上海:华东师范大学出版社, 2013:74-112.
[22]
Lee SH, Simpson RL, Shogren KA. Effects and implications of self-management for students with autism:a meta-analysis[J]. Focus Autism Other Dev Disabl, 2007, 22(1):2-13.
[23]
Cen CQ, Liang YY, Chen QR, et al. Investigating the validation of the Chinese Mandarin version of the Social Responsiveness Scale in a Mainland China child population[J]. BMC Psychiatry, 2017, 17(1):51.
[24]
Patrick NJ. Social Skills for Teenagers and Adults with Asperger Syndrome:A Practical Guide to Day-To-Day Life[M]. London:Jessica Kingsley Publishers, 2008:87-98.
[25]
Franchini M, Glaser B, Wood de Wilde H, et al. Social orienting and joint attention in preschoolers with autism spectrum disorders[J]. PLoS One, 2017, 12(6):e0178859.
[26]
Tureck K, Matson JL. An examination of the relationship between autism spectrum disorder, intellectual functioning, and social skills in children[J]. J Autism Dev Disord, 2012, 24(6):607-615.
[27]
Eagle RF, Romanczyk RG, Lenzenweger MF. Classification of children with autism spectrum disorders:a finite mixture modeling approach to heterogeneity[J]. Res Autism Spectr Disord, 2010, 4(4):772-781.
[28]
张文新. 青少年心理学手册[M]. 北京:北京师范大学出版社, 2015:87-143.
[29]
Cassidy SB, Schwartz S, Miller JL, et al. Prader-Willi syndrome[J]. Genet Med, 2012, 14(1):10-26.
[30]
张云秋. 汉语儿童早期语言的发展[M]. 北京:商务印书馆, 2014:33-79.
[31]
Bennett TA, Szatmari P, Bryson S, et al. Theory of mind, language and adaptive functioning in ASD:a neuroconstructivist perspective[J]. J Can Acad Child Adolesc Psychiatry, 2013, 22(1):13-19.
[32]
Anderson DK, Oti RS, Lord C, et al. Patterns of growth in adaptive social abilities among children with autism spectrum disorders[J]. J Abnorm Child Psychol, 2009, 37(7):1019-1034.
