Psychopathological symptoms associated with psychosocial functioning in children and adolescents with autism spectrum disorders and their typically developing peers |
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| Affiliation: | 1. Department of Child and Adolescent Psychiatry, Copenhagen University Hospital, Psychiatry Region Zealand, Roskilde, Denmark;2. PP Clinic, Copenhagen, Denmark;3. Center for Neuropsychiatric Schizophrenia Research (CNSR) & Center for Clinical Intervention and Neuropsychiatric Schizophrenia Research (CINS), Copenhagen University Hospital, Psychiatric Center Glostrup, Denmark;4. Department of Neurology, University Hospital Zealand, Denmark;5. Research Unit for Psychotherapy & Psychopathology, Mental Health Service West, Copenhagen University Hospital, Psychiatry Region Zealand, Slagelse, Denmark;6. Department of Clinical Medicine, University of Copenhagen, Denmark;1. Department of Psychology, Université du Québec à Montréal, 100 rue Sherbrooke Ouest, Montréal, Québec H2X 3P2, Canada;2. Department of Psychology, Penn State Berks, Tulpehocken Road, P.O. Box 7009, Reading, PA 19610, United States;1. Department of Human Genetics, McGill University, Montreal, Canada;2. Montreal Neurological Institute-Hospital, McGill University, Montréal, QC, Canada;3. CHU Sainte-Justine, Université de Montréal, Montréal, Canada;4. Centre de Recherche, Institut Universitaire en Santé Mentale de Montréal, Montreal, Canada;5. Université de Paris, Institute of Psychiatry and Neuroscience of Paris (IPNP), INSERM U1266, Laboratoire de Physiopathologie des Maladies Psychiatriques, Paris, France;6. Department of Neurology and Neurosurgery, McGill University, Montreal, Canada;7. MRC Human Genetics Unit, Institute of Genetics and Cancer, University of Edinburgh, Western General Hospital, Edinburgh EH4 2XU, United Kingdom;8. Generation Scotland, Centre for Genomic and Experimental Medicine, Institute of Genetics and Cancer, University of Edinburgh, Western General Hospital, Edinburgh EH4 2XU, United Kingdom;9. Department of Child and Adolescent Psychiatry and Psychotherapy, Central Institute of Mental Health, Medical Faculty Mannheim, Heidelberg University, Square J5, 68159 Mannheim, Germany;10. Discipline of Psychiatry, School of Medicine and Trinity College Institute of Neuroscience, Trinity College Dublin, Dublin, Ireland;11. Centre for Population Neuroscience and Precision Medicine (PONS), Institute of Psychiatry, Psychology & Neuroscience, SGDP Centre, King’s College London, United Kingdom;12. NeuroSpin, CEA, Université Paris-Saclay, F-91191 Gif-sur-Yvette, France;13. Institut des Maladies Neurodégénératives, UMR 5293, CNRS, CEA, Université de Bordeaux, 33076 Bordeaux, France;14. PONS Research Group, Dept of Psychiatry and Psychotherapy, Campus Charite Mitte, Humboldt University, Berlin and Leibniz Institute for Neurobiology, Magdeburg, Germany, and Institute for Science and Technology of Brain-inspired Intelligence (ISTBI), Fudan University, Shanghai, PR China;15. Department of Psychiatry, McGill University, Montréal, Canada;p. GHU Paris Psychiatrie et Neurosciences, Centre de Référence des maladies rares à expression psychiatrique, Pôle PEPIT, Paris, France;1. Queensland University of Technology, Brisbane, QLD, Australia;2. Autism Queensland, Brisbane, QLD, Australia;1. Mrs. T.H. Chan Division of Occupational Science and Occupational Therapy, University of Southern California, 1540 Alcazar St., CHP133, Los Angeles, CA 90089-9003, USA;2. Department of Health Sciences, University of North Carolina at Chapel Hill, Bondurant Hall, CB #7120, Chapel Hill, 27599-7120, NC, USA;3. Duke University, Duke Center for Autism and Brain Development, 2608 Erwin Rd, Suite 300, Durham, NC 27705, USA;4. University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, CB #8180, Chapel Hill, NC 27599-8180, USA;1. Department of Maternal and Child Health, School of Public Health, Sun Yat-sen University, Guangzhou, PR China;2. Department of Pediatrics, the Third Affiliated Hospital of Guangzhou Medical University, Guangzhou, PR China;1. Department of Educational Psychology and Counseling, National Taiwan Normal University, 162, Heping E. Rd. Sec. 1, Da-an Dist., Taipei City 106308, Taiwan;2. Language Technologies Institute, Carnegie Mellon University, 5000 Forbes Ave, Pittsburgh, PA 15213, USA;3. School of Education, University of North Carolina at Chapel Hill, UNC CB 3500 Peabody Hall, Chapel Hill, NC 27599, USA;4. Department of Educational Psychology and Counseling, National Tsing Hua University, 521 Nanda Rd., East Dist., Hsinchu City 300193, Taiwan |
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| Abstract: | Children and adolescents with autism have increased prevalence of psychosocial disabilities. Studies in autism indicate that key psychosocial factors including adaptive functioning, school absence, special needs education, frequency of peer socialization and participation in organized leisure activities may differ in their relationship with autistic, internalizing and externalizing symptoms, but the findings are so far mixed. Therefore, we examined if these measures of psychosocial functioning displayed specific associations with autistic, internalizing and/or externalizing symptoms in 61 children with autism aged 7–14 years compared to 61 typically developing controls. Multiple linear regression analyses across all participants showed that lower adaptive functioning, frequency of peer socialization and participation in leisure activities were driven by more social communication problems and not internalizing, externalizing or autistic-like symptoms including rigidity, stereotypy and sensory sensitivity. Notably, increased school absence was specifically driven by more internalizing symptoms and not autistic or externalizing symptoms. These associations were observed across all participants, both children with autism and their typically developing peers, and therefore appear to be dimensional and general in nature. Within the autism group, children who received special needs education displayed fewer social communication problems compared to those who attended regular education, while a developmental history of social interaction problems was related to lower adaptive functioning. Our findings suggest that social communication problems are more critical for psychosocial functioning than other autistic-like behaviors, internalizing or externalizing symptoms but that efforts to reduce school absence specifically need to target internalizing symptoms and not autistic-like or externalizing symptoms. |
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| Keywords: | ASD Autism School attendance Adaptive behavior Special education Internalizing |
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