RESEARCH ARTICLE
Social competence in autism: A structural equation modeling approach
G. L. Simmons,
B. A. Corbett,
M. D. Lerner,
K. Wofford,
S. W. White,
Corresponding Author
G. L. Simmons
TEACCH Autism Program, School of Medicine, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA
Center for Youth Development and Intervention, Department of Psychology, The University of Alabama, Tuscaloosa, Alabama, USA
Correspondence
G. L. Simmons, TEACCH Autism Program, School of Medicine, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA.
Email: [email protected]
Search for more papers by this authorB. A. Corbett
Department of Psychiatry & Behavioral Sciences, Vanderbilt University Medical Center, Nashville, Tennessee, USA
Search for more papers by this authorM. D. Lerner
Department of Psychology, Stony Brook University, Stony Brook, New York, USA
AJ Drexel Autism Institute, Drexel University, Philadelphia, Pennsylvania, USA
Search for more papers by this authorK. Wofford
Department of Psychology, University of South Florida, Tampa, Florida, USA
Search for more papers by this authorS. W. White
Center for Youth Development and Intervention, Department of Psychology, The University of Alabama, Tuscaloosa, Alabama, USA
Search for more papers by this authorG. L. Simmons,
B. A. Corbett,
M. D. Lerner,
K. Wofford,
S. W. White,
Corresponding Author
G. L. Simmons
TEACCH Autism Program, School of Medicine, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA
Center for Youth Development and Intervention, Department of Psychology, The University of Alabama, Tuscaloosa, Alabama, USA
Correspondence
G. L. Simmons, TEACCH Autism Program, School of Medicine, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA.
Email: [email protected]
Search for more papers by this authorB. A. Corbett
Department of Psychiatry & Behavioral Sciences, Vanderbilt University Medical Center, Nashville, Tennessee, USA
Search for more papers by this authorM. D. Lerner
Department of Psychology, Stony Brook University, Stony Brook, New York, USA
AJ Drexel Autism Institute, Drexel University, Philadelphia, Pennsylvania, USA
Search for more papers by this authorK. Wofford
Department of Psychology, University of South Florida, Tampa, Florida, USA
Search for more papers by this authorS. W. White
Center for Youth Development and Intervention, Department of Psychology, The University of Alabama, Tuscaloosa, Alabama, USA
Search for more papers by this authorAbstract
Autistic individuals present with difficulties in social competence (e.g., navigating social interactions and fostering relationships). Clinical interventions widely target social cognition and social behavior, but there is inconsistent understanding of the underlying components of social competence. The present study used structural equation modeling to examine social cognition and social behavior and explore the relationship between these latent constructs. Autistic youth (ages 10–17; n = 219) and their caregivers participated in this study. Constructs of social cognition and social behavior were captured using caregiver-report and self-report rating scales, as well as observational measures and direct clinical assessments (e.g., NEPSY-II). Measurement models of social cognition and social behavior demonstrated adequate to good fit. Correlational models demonstrated adequate to poor fit, indicating latent constructs of social cognition and social behavior are not closely related in autistic youth. Exploratory examination of a subsample of male youth (n = 157) evidenced improved model fit of social behavior, specifically. Findings tease apart social cognition and social behavior as cohesive and separable constructs; results do not support a structural relationship between social cognition and social behavior. Noted treatment implications include consideration of how targeting social cognition and social behavior together or separately may support autistic youth's progress toward reaching their identified therapeutic goals and supporting their self-directed social development.
CONFLICT OF INTEREST STATEMENT
The authors declare no conflicts of interest.
Open Research
DATA AVAILABILITY STATEMENT
Data supporting the findings of this study are available from the corresponding author (GLS) upon reasonable request.
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