Moderating effects of challenging behaviors and communication deficits on social skills in children diagnosed with an autism spectrum disorder

Abstract

One-hundred nine children 3–16 years of age diagnosed with Autistic Disorder, Pervasive Developmental Disorder Not Otherwise Specified, or Asperger's Syndrome were studied. Children resided in six states in the United States. Using moderation analysis via multiple regression, verbal communication and challenging behaviors and how they interact with social skills were examined. Children and adolescents exhibiting fewer challenging behaviors and presenting with better verbal communication skills had the greatest strengths in social skills. Furthermore, challenging behaviors adversely affected social skills more than verbal communication skills. Thus, regardless of verbal communication level, children with low levels of challenging behaviors exhibited greater social skills. Clinical implications of these findings and directions for future research are discussed.