Unveiling the interplay of social skills and sociocultural dynamics in children with Autism Spectrum disorder in Pakistan

Abstract

Objectives Previous empirical evidence suggests that sociocultural dynamics and social skills of children with autism spectrum disorder (ASD) are related. Therefore, the current study investigated (1) the relationship between social skills and autism symptomology, and (2) the mean difference between social skills and sociocultural dynamics (gender, sibling dynamics, family system). Methods A sample of 100 children with ASD, age-ranged 7 to 12 (M = 8.48; SD = 1.10), were included from five special and inclusive educational institutes in Pakistan. Results Findings showed significant mean differences in social skills with gender, sibling dynamics, and family system in children with ASD. Boys with ASD showed higher social skills in terms of social awareness as compared to girls with ASD. Children with ASD having older siblings showed higher social skills in terms of self-management, responsible decision-making, self-awareness, and relationship skills as compared to children with ASD with younger or no siblings. Children with ASD living in nuclear families showed better self-management, responsible decision-making, and self-awareness as compared to children with ASD living in joint families. Conclusions Understanding the sociocultural dynamics will contribute to scientific knowledge and also hold a base for designing and tailoring effective interventions for children with ASD.