19764
Longitudinal Stability of Social Interaction Styles in Children and Adolescents with Autism
According to Wing and Gould’s sub classification system (1979), the autism spectrum may include individuals with aloof, passive and active-but-odd social interaction styles (SIS). Recently, it was found that these interaction styles can be meaningfully distinguished in children and adolescents with autism and average or above average IQs (Scheeren, Koot & Begeer, 2012). However, we do not know whether the social subtypes are stable over time.
Objectives:
To assess the longitudinal stability of social interaction styles in children and adolescents with autism.
Methods:
Four year follow up data were analyzed on 53 children and adolescents with autism using the parent completed Wing’s subgroup Questionnaire (WSQ) and longitudinal measures of verbal ability (Peabody Picture Vocabulary Test-III) and autism severity (Social Responsiveness Scale).
Results:
Social interaction styles were found to be stable, with most participants remaining in the same Wing subtype category over a period of 4 years. Most children (45%) showed active-but-odd SIS. Transitions from participants originally showing active-but-odd SIS occurred mostly onto the typical SIS, indicating that they no longer show behavior representing any of the three Wing subgroups. Participants with a higher verbal IQ were found to show more stable active-but-odd SIS. Higher SRS scores were associated with a decrease in passive SIS over time.
Conclusions:
Children and adolescents with autism who actively pursue social interaction, albeit in an often idiosyncratic manner, can be reliably differentiated from those who remain passive. Our study findings show a stability of social interaction style over a period of 4 years. Individual differences in social interaction style likely have a large impact on children’s social learning and social experiences. We propose that the social subtype of children with autism should be integrated in clinical practice to tailor interventions to the child’s individual needs and social motivation.