Social Skills Deficits Research Articles

Latent Profiles of Students at Social-Emotional Risk: Heterogeneity Among Peer-Rejected Students in Early Elementary School

A latent profile analysis was applied to explore heterogeneity in the social and classroom behaviors of 224 peer-rejected elementary school students (56% White, 68% male, Grades 1–4, M age = 8.1 years). Profile indicators included teacher ratings of social skills and problem behaviors on the Social Skills Improvement System (SSIS) and peer nominations of prosocial, aggressive, and withdrawn behavior. Four profiles emerged. Two profiles where characterized by elevated externalizing problems by peer and teacher report, one with multiple co-occurring difficulties (multiproblem, 21% of the sample) and one characterized primarily by aggression (domineering, 32% of the sample). Another profile was characterized by deficits in social skills and viewed by teachers as internalizing and disruptive (internalizing-dysregulated, 26% of the sample.) The final profile was nondistinct on teacher ratings but defined by low rates of prosocial behavior by peers (teacher preferred, 21% of the sample.) Group comparisons revealed that students in the multiproblem and internalizing-dysregulated profile classes had lower-quality relationships with teachers and more academic difficulties than students in the other two profile classes. The findings are discussed in terms of implications for identifying peer-rejected students for Tier 2 interventions and tailoring those interventions to enhance impact.

Pediatric Brain Tumor Survivors' Understanding of Friendships: A Qualitative Analysis of ADOS-2 Interview Responses.

Pediatric brain tumor survivors (PBTS) are at risk of experiencing social competence challenges, but only a limited number of studies have used a qualitative approach to understand their social relationships. We examined PBTS responses to social interview questions within the Autism Diagnostic Observation Schedule, 2nd edition (ADOS-2), which includes questions related to their understanding of their own relationships, as well as the construct of friendship more generally. Twenty-four PBTS (ages 9-17 years; M = 14.2 years from diagnosis; 50% male; 42% received radiation treatment) completed the ADOS-2. ADOS-2 social interview responses were recorded and transcribed verbatim. Themes were derived using an inductive thematic analysis approach. PBTS reported that they considered trust, acceptance, respect, emotional support, and spending time together to be important aspects of friendships in general. When describing their own social relationships, some PBTS noted a lack of intimacy or closeness, spending time with their friends almost exclusively at school, with structured activities outside of school being an additional basis for friendship. Challenges to their social relationships included loneliness and reliance on family for social support, experiences of teasing and bullying, social skills deficits, and lack of insight into social situations. Although PBTS were able to acknowledge many important qualities of friendships in general (e.g., trust, emotional support), these were not necessarily reported in their own friendships. PBTS also appeared to have difficulty identifying whether someone was their friend. These findings offer potential opportunities for supporting PBTS in achieving friendships consistent with their conception of this important relationship.

Avaliação de Automonitoria em Pré-Escolares com Diferentes Repertórios Sociais

Abstract Difficulties in self-monitoring are potentially related to behavior problems and deficits in social skills. Clarifying these relationships-still little investigated in early childhood-can bring theoretical and practical contributions to child development. This study sought to characterize self-monitoring indicators (self-description, description, and choice of consequences) in preschool children, with different repertoires of social skills and problem behaviors. A total of 53 preschool children (5-6 years-old), of both sexes and from public schools were assessed by their parents and teachers on social skills and problem behaviors and completed tasks from an Illustrative Self-Monitoring resource. The results indicated: (a) better scores for children with social skills in all self-monitoring indicators; (b) positive correlations of indicators with social skills and negative correlations with internalizing problem behaviors. The possible influence of cognitive and verbal development on outcomes, the usefulness of the Illustrative Self-Monitoring resource to identify existing contingencies, and the importance of promoting self-monitoring in early childhood are discussed.

A systematic review of the effect of robot mediated interventions in challenging behaviors of children with autism spectrum disorder

Autism Spectrum Disorder (ASD) is characterized by deficits in social and communication skills as well as restrictive and repetitive behavioral patterns. A variety of challenging behaviors in children with ASD and persistent non-compliance with daily requirements may be associated with delay in the development of social skills and impairing social relations, with an adverse effect on the educational process and on the self-esteem of individuals. To this aim, there is a need for appropriate interventions, targeted at reducing these behaviors. Robot-mediated interventions (ROMI) can be advantageous for children with ASD, who often show an increased interest in technology enhanced interventions. Research focusing on the effect of ROMI on challenging behaviors in children with ASD has been limited. For this purpose, it was conducted a review of studies that empirically tested the usefulness of ROMI in managing challenging behaviors in children with ASD. A literature search was made in five databases using keywords pertaining to robots, ASD, challenging behaviors, and interventions. Nine studies were reviewed which met the inclusion criteria. The findings of these studies indicate that ROMI show promise in reducing challenging behaviors such as tantrums, repetitive and stereotyped behaviors, inappropriate behaviors in transitions. In terms of noncompliance, mixed results were presented. Further research is needed to explore the usefulness of robots both in reducing challenging behaviors of children with ASD and in preventive exercises in early intervention programs for this population.

Prof M. Murugappan Poster Award

Background:The COVID-19 pandemic has led to unprecedented changes in the lives of billions of children due to national containment measures and school closures. The minors are particularly vulnerable to behavioural difficulties amidst the uncertainties. Increased responsibilities in the parents are adding to their mental turmoil. Hence, it is imperative that the issue is addressed to halt an emerging Mental Health pandemic.Aims:The study aimed at assessing behavioral problems of children and adolescents during home confinement and its correlation with mental well-being of the parents.Method:The study used an internet-based questionnaire covering sociodemographic and clinical variables, completed by 250 parents of children between 4-17 years of age. Strengths and difficulties questionnaire (SDQ) for behavioral problems in children and Adult Well-being Scale for parents was used for evaluation. Statistical analysis was done by Pearson Correlation and ANOVA test.Results:Emotional (t=2.102, p=0.05) and Hyperactivity (t=2.15, p=0.03) scores were more in boys as compared to girls. Conduct (t=4.87, p<0.01), Hyperactivity (t=4.46, p<0.01) and emotional (t=2.54, p=0.01) problems were positively associated with the use of online platforms with increased screen time showing a statistically significant correlation with psychopathology. Total difficulty score showed positive correlation with depression (r=0.28, p<0.01), anxiety (r=0.27, p<0.01) and irritability (r=0.34, p<0.01) in parents.Discussion:The results reflect that children’s disruptive and emotional problems increased with the increased screen time which could be due to social skills deficit in an unexpected setting of school closure and home confinement. This negatively impacts parents’ well-being as shown in our results in keeping with previous studies conducted.Conclusion:The study revisits the negative impact of behavioral problems in children on parental wellbeing which has increased manifold in stressful times of today. The importance of ameliorating distress of parents as well as targeting problematic behaviors is crucial for positive mental health.

Abnormal brain activity in nonsuicidal self-injury: a coordinate-based activation likelihood meta-analysis of functional neuroimaging studies.

The high prevalence of nonsuicidal self-injury (NSSI) in youths demonstrates a substantial population-level burden on society. NSSI is often associated with emotional and social skill deficits. To date, several studies have aimed to identify the underlying neural mechanism of those deficits in NSSI by using functional magnetic resonance imaging (fMRI). However, their conclusions display poor consistency. We aimed to conduct a meta-analysis using activation likelihood estimation (ALE) for fMRI data based on emotional and cognitive tasks to clarify the underlying neural processing deficits of NSSI. We searched for MRI studies of NSSI in the PubMed, Cochrane, and Embase databases. We identified significant foci for the included studies and conducted two ALE meta-analyses as follows: (i)activation for the NSSI contrast healthy control group and (ii) deactivation for the NSSI contrast healthy controls. Considering the diverse sex composition of study participants and possible bias from one large sample study, we conducted sensitivity analyses for the meta-analysis. Nine studies comprising 359 participants were included, and the results demonstrated substantial activation in NSSI patients compared with healthy controls in two clusters located in the right medial frontal gyrus extending to the rostral anterior cingulate and the left inferior frontal gyrus extending to the insula. The results suggest that individuals with NSSI show brain activity alterations that underpin their core symptoms, including poor emotional regulation and reward processing deficits. Our findings provide new insights into the neural mechanism of NSSI, which may serve as functional biomarkers for developing effective diagnosis and therapeutic interventions for these patients.

Fetal alcohol spectrum disorders (FASD) and youth firesetting: A call on criminal justice, emergency responder, and fire prevention specialists to become informed.

Central nervous system damage resulting from prenatal exposure to alcohol, often referred to as fetal alcohol spectrum disorders (FASD), commonly manifests as lacking cognitive functioning, problem solving, impulsivity, memory, executive functioning, and social skill deficits. For individuals with FASD, these brain-based deficits translate into impulsive behaviors and poorly thought-out decision-making, coupled with an inability to anticipate and recognize the sometimes very severe consequences of their behaviors. Not unexpectedly, individuals with FASD frequently find themselves disproportionately involved in the criminal justice system and mental health services. For some individuals with FASD, these behaviors can also include firesetting. First responders, like other health and legal professionals, are often unable to recognize the behavioral indicators of FASD, primarily due to a lack of training. As a result, firesetting behaviors are often attributed to deliberate, willful acts of delinquency, a desire to damage property, thrill seeking, or as attempts for personal gain, rather than being viewed as maladaptive attempts to solve problems by individuals who lack the tools to do this in more appropriate ways. These same skill deficits also present when individuals with FASD are interviewed about their involvement in such behaviors, sometimes resulting in confabulation, suggestibility, and false confessions. Further education and training in FASD are vital for first responders if they are to better support individuals with FASD and minimize their chances of becoming involved in firesetting behaviors. Furthermore, this training and education will help ensure that first responders can intervene in more appropriately when crisis situations do occur. This article will outline key behavioral symptoms of FASD as well as provide first responders with suggestions as to how to best support individuals when FASD is suspected. The brief quote that follows highlights some of the key challenges facing individuals with FASD and how poor decision-making and impulsiveness can result in severe consequences for the individual and those around them.

小学校における自閉スペクトラム症児を対象とした社会的スキルの欠如タイプに応じた指導の効果

小学校における自閉スペクトラム症児を対象とした社会的スキルの欠如タイプに応じた指導の効果

Adolescent Safety Behaviors and Social Anxiety: Links to Psychosocial Impairments and Functioning with Unfamiliar Peer Confederates.

Socially anxious adolescents often endure anxiety-provoking situations using safety behaviors: strategies for minimizing in-the-moment distress (e.g., avoiding eye contact, rehearsing statements before entering a conversation). Studies linking safety behaviors to impaired functioning have largely focused on adults. In a sample of one hundred thirty-four 14 to 15 year-old adolescents, we tested whether levels of safety behaviors among socially anxious adolescents relate to multiple domains of impaired functioning. Adolescents, parents, and research personnel completed survey measures of safety behaviors and social anxiety, adolescents and parents reported about adolescents' evaluative fears and psychosocial impairments, and adolescents participated in a set of tasks designed to simulate social interactions with same-age, unfamiliar peers. Relative to other adolescents in the sample, adolescents high on both safety behaviors and social anxiety displayed greater psychosocial impairments, evaluative fears, and observed social skills deficits within social interactions. These findings have important implications for assessing and treating adolescent social anxiety.

How Are Attention-deficit Hyperactivity and Internet Gaming Disorders Related in Children and Youth?

This review addresses important practical questions facing clinicians regarding internet gaming disorder (IGD) and attention-deficit/hyperactivity disorder (ADHD) in children and youth (C-Y). The authors investigated data concerning the risk that C-Y who have ADHD will develop IGD, whether effective treatment of ADHD positively influences the course of IGD in C-Y who have both, and other findings that might be of benefit to clinicians who treat C-Y with these conditions. We conducted a literature review using 4 databases: PubMed, Scopus, PsychInfo, and Embase. C-Y with ADHD are at greater risk for developing IGD than those without ADHD. A close association exists between the severity of ADHD symptoms and the severity of IGD. It is unknown what proportion of C-Y with ADHD will develop IGD during their developmental trajectory; however, C-Y with IGD are at risk for developing ADHD, and ADHD can also increase the vulnerability of C-Y to IGD. Adolescents with ADHD and IGD have greater deficits in social skills than those with ADHD but no IGD. Lower parental occupational and socioeconomic status and poor family relationships are associated with more severe IGD symptoms. Atomoxetine and methylphenidate are equally effective in alleviating IGD symptoms comorbid with ADHD. C-Y with ADHD are at increased risk for developing IGD compared with C-Y without ADHD, but it has not been determined at what developmental stage IGD is likely to emerge. Since IGD and ADHD are strongly associated, it is imperative to consider ADHD as a significant risk factor for IGD and vice versa, which can help psychiatrists be alert for early signs of IGD and manage them accordingly.

Improving social cognition and skills in adult ASD: a tDCS pilot study

Abstract Introduction: Social cognition and social skills deficits are core to Autism Spectrum Disorder (ASD). Challenges include establishing shared and meaningful relationships with others, a socioemotional process often facilitated by the ability to accurately categorize facial expressions. Existing therapies are extremely time- and labor-intensive. We hypothesized that combining transcranial direct current stimulation (tDCS) with computer-based social skill and cognition interventions would improve measures of empathy and facial expression in high-functioning adults with ASD. Participants & Stimulation: Seven right-handed, English-speaking adults with normal or higher cognitive function and a score of 32 or higher on the Autism Quotient (AQ) participated in two experimental (verum/sham) sessions in a randomized, within-subjects, double-blinded design. The anodal electrode was over right temporoparietal (rTPJ: CP6), a region known to play an important role in social cognition. Stimulation was at 2.0 mA (verum 30 minutes, sham 30 seconds) with a cathodal electrode on the ipsilateral deltoid. During stimulation, participants viewed photos of human and dog faces followed by training videos on facial emotion detection, emotion and empathy identification, and social skills and interactions. Results: Participants were tested before (baseline) and after each stimulation session on the Empathy Quotient (EQ), a global trait/state measure that includes cognitive empathy, empathetic concern and perspective taking. Changes in facial emotion recognition was assessed from responses to multiple-choice questionnaires of emotional facial expressions in static images. Participants scored significantly higher on the EQ, Z = -2.366, p < 0.02, r = 0.68, and had significantly less inaccurate identifications of threatening facial emotion expressions, Z= -1.90, p < 0.02, r = 0.55, after receiving verum compared to sham tDCS. Conclusion: Anodal tDCS applied over rTPJ and paired with computer-based training on social skills and cognition shows promise as a potential treatment method for improving social skills and social cognition in high-functioning adults with ASD. Keywords: Autism Spectrum Disorder (ASD), tDCS, social skills, social cognition

Loneliness unlocked: Associations with smartphone use and personality

Communication and relationships have been dramatically altered among emerging adults thanks to the rapid adoption of the smartphone in just over a decade. Studying the effects of evolving personal technology helps researchers understand both the detriments of widespread adoption and the benefits that accompany the technology. One such area of concern is the relationship of technology with loneliness. Emerging adulthood is described as the period of transition from adolescence to adulthood, taking place from age 18–25. This period is characterized by change, exploration, but also a vulnerability to psychological distress. Young adults are not only at greater risk of loneliness compared to other developmental stages, but report greater distress about being lonely (Rokach, 2000). Previous research has found support for the hypothesis that use of social communication on the Internet has a bidirectional relationship with loneliness (Nowland et al., 2018); use of the Internet can support relationships and decrease loneliness, but if used as a compensation for social skill deficits, the Internet can also displace quality time spent in relationships, and thereby increase loneliness. This study examines loneliness and its relationship with smartphone use, while also accounting for individual differences in facets of neuroticism, communication apprehension, emotional support, and nomophobia for emerging adults. Participants (N = 302; MAGE = 18.85) completed self-report measures of loneliness and the individual differences variables. They also reported average daily smartphone data of screen time, pickups, and application (app) use, which was measured by their personal devices. Correlations indicated loneliness was positively associated with screen time, social media app use, neuroticism, social recognition, communication anxiety, and nomophobia. Loneliness was negatively associated with smartphone pickups, communication application use, need for affiliation, and emotional support. A regression analysis revealed that neuroticism, need for affiliation, social recognition, emotional support, and smartphone pickups were significant predictors of loneliness, when taking into account all the individual difference and smartphone use variables. Neuroticism and loneliness have a strong relationship, but a hierarchical regression showed that over and above neuroticism and its facets, smartphone screen time and pickups predict loneliness. Overall, the results for this sample of emerging adults supported the hypotheses by Nowland et al. (2018) about social use of the Internet, but applied to smartphone use. More time spent on one's smartphone and on social media apps is related to increased loneliness, and is discussed in context of identity development. More frequent use (pickups) and use of communication apps is related to decreased loneliness and is discussed with respect to development of relationship intimacy. These results suggest that loneliness in young adults is related to different types of smartphone use, even when accounting for stable characteristics such as personality. Finally, neuroticism remains a significant variable in understanding loneliness, and further examination of lower-order facets help define a more nuanced profile in individual differences.

The Effects of Progressive Time Delay to Teach Social Problem-Solving to Preschoolers

A multiple probe design across participants was used to evaluate the effectiveness of progressive time delay (PTD) during small group instruction to teach social problem-solving to preschoolers and to assess generalization to novel contexts. PTD was used to teach children to both name and use a variety of problem-solving solutions. Target participants, all of whom exhibited challenging behavior or were at risk for social skill deficits, were paired with a typically developing peer for small group instructional sessions. During sessions, children were presented with scenarios involving simple social problems and were asked, “What could you do?” After naming an appropriate solution, participants were prompted to use the solution. Results indicate the use of PTD during small group instruction was effective for teaching social problem-solving to preschoolers, generalized to novel contexts and maintained following the withdrawal of the intervention. Limitations, areas for future research, and implications for practice are discussed.

Identifying Central Symptoms and Bridge Pathways Between Autism Spectrum Disorder Traits and Suicidality Within an Active Duty Sample

Objective This study employed network analysis to characterize central autism spectrum disorder (ASD) traits and suicide symptoms within an active duty military sample as well as to identify symptoms that may bridge between ASD traits and suicidality (i.e., suicidal ideation and behaviors). Method Participants were active duty U.S. military service members (N = 287). Autism spectrum traits, suicidality, depression, and suicide related constructs were assessed online via self-report. Results Within the combined ASD trait-suicidality network, suicide rumination, suicide behaviors, and depression had the highest strength centrality. The most central bridge symptoms between ASD and suicidality were thwarted belongingness, social skills deficits, and depressive symptoms. Conclusions Social skills deficits and thwarted belongingness may function as a meaningful bridge between ASD symptoms and suicidality within active duty members. Individuals with ASD symptoms who additionally present with high levels of thwarted belongingness and/or considerable social skills deficits may be at increased risk for suicidality. HIGHLIGHTS Within an ASD-suicidality network, social skills deficits, low belonging, and depression had the greatest bridge strength. Although low belonging emerged as a bridge symptom, perceived burdensomeness did not. Suicide rumination, suicide behaviors, and depression were the most central symptom in an ASD-suicidality network. Symptoms related to social skills deficits may connect ASD traits and suicidality.

A Longitudinal Analysis of the Relationships Between Social, Communication, and Motor Skills Among Students with Autism.

Many students with autism have difficulties engaging with their classroom environments and forming friendships, which are mostly affected by deficits in social, communication, and motor skills. The Special Education Elementary Longitudinal Study (SEELS, 2000) data set was used, focusing on elementary age students with autism, to explore the longitudinal relationships between social, communication, and motor skills and the mediating role of motor skills in between communication and social skills by using structural equational modeling analyses. Results show that (a) motor skills mediate the relationship between communication and social skills in elementary school, (b) there are significant longitudinal relationships among these skills in elementary school. Increased motor skills may improve social skills for students with autism in elementary school.

Prevalence and associated factors of social skills deficits in patients with depressive disorders at Psychiatric Outpatient Department, King Chulalongkorn Memorial Hospital

Prevalence and associated factors of social skills deficits in patients with depressive disorders at Psychiatric Outpatient Department, King Chulalongkorn Memorial Hospital

MDMA-Assisted Therapy as a Means to Alter Affective, Cognitive, Behavioral, and Neurological Systems Underlying Social Dysfunction in Social Anxiety Disorder.

Social anxiety disorder (SAD) is a prevalent and often debilitating psychiatric disorder that can assume a chronic course even when treated. Despite the identification of evidence-based pharmacological and behavioral treatments for SAD, much room for improved outcomes exists and 3,4-methylenedioxymethamphetamine (MDMA) has been proposed as a promising adjunctive treatment to psychological interventions for disorders characterized by social dysfunction. A small randomized, placebo-controlled trial of MDMA-assisted therapy (MDMA-AT) for social anxiety in autistic adults offered encouraging results, but more research is sorely needed to explore the potential for MDMA-AT in treating SAD. This review aims to stimulate future study by summarizing research on disruptions in neurological, perceptual, receptive, and expressive systems regulating social behavior in SAD and proposing how MDMA-AT may alter these systems across four domains. First, we review research highlighting the roles of social anhedonia and reduced social reward sensitivity in maintaining SAD, with specific attention to the reduction in positive affect in social situations, infrequent social approach behaviors, and related social skills deficits. We posit that MDMA-AT may enhance motivation to connect with others and alter perceptions of social reward for an extended period following administration, thereby potentiating extinction processes, and increasing the reinforcement value of social interactions. Second, we review evidence for the central role of heightened social evaluative threat perception in the development and maintenance of SAD and consider how MDMA-AT may enhance experiences of affiliation and safety when interacting with others. Third, we consider the influence of shame and the rigid application of shame regulation strategies as important intrapersonal processes maintaining SAD and propose the generation of self-transcendent emotions during MDMA sessions as a mechanism of shame reduction that may result in corrective emotional experiences and boost memory reconsolidation. Finally, we review research on the role of dysfunctional interpersonal behaviors in SAD that interfere with social functioning and, in particular, the development and maintenance of close and secure relationships. We discuss the hypothesized role of MDMA-AT in improving social skills to elicit positive interpersonal responses from others, creating a greater sense of belonging, acceptance, and social efficacy.

Social Skills as Predictors of Cognitive Failure, Attention Deficits and Psychological Maladjustment in School Children

Poor social skills are linked with presence of cognitive and attention difficulties as well as poor social functioning and presence of cognition disturbances. Present research aimed to explore poor social skills as predictors of cognitive failure, attention deficits and psychological maladjustment in school children. Sampleincluded 200 students (100 girls &amp; 100 boys) of class 4 &amp; 5 with the meanage= 10.12(SD= 1.37).Social Skills Rating System, The Cognitive Failure Questionnaire, Attention Deficits Questionnaire (child version) and Personality Assessment Questionnaire were used to assess social skills, cognitive failure, attention deficits and psychological adjustment respectively.Results revealed significant inverse correlation of different social skills i.e., assertion, empathy, cooperation and self-control with cognitive failure, attention deficits and psychological maladjustment (p&lt;0.01) Whereas cognitive failure, attention deficits had positive correlation with psychological maladjustment (p&lt;0.01). Hierarchical regression analyses showed social skills deficits emerged as significant predictors of cognitive failures, attention deficits and psychological maladjustment in school children.

Blended Care in In-Patient Acute Psychiatric Care. The Example of a Group Training for Social Competences in Adults-A Pretest-Posttest Feasibility Study.

Introduction: Deficits in social skills can be an important modulating factor in the development and progress of various mental disorders. However, limited resources in inpatient care often impede effective social skills training. This study investigates the feasibility of a blended group training for social skills (SST) in an inpatient psychiatric setting. Methods and Analysis: For this one-group pretest–posttest trial, inpatients with a diagnosed mental disorder were recruited. Participation in the blended SST lasted four weeks and took place within usual inpatient psychiatric care. The blended intervention comprised four face-to-face group sessions and three complementary online modules within four weeks. Assessments took place before (t1) and after (t2) the training. Feasibility outcomes (use, acceptance, satisfaction, implementability into usual psychiatric inpatient care) and effectiveness outcomes regarding social skills were assessed. Results: N = 15 participants were recruited. Most patients completed all questionnaires (93%) and all modules of the blended SST concept (60%). All participants (100%) would recommend the blended intervention to a friend. Regarding social skills, exploratory analyses revealed a non-significant medium-sized effect (Cohen’s d = 0.5 95%CI 0.3 to 1.25, p = 0.08). Discussion: This trial shows that a blended care SST is feasible for the use in acute psychiatric inpatient care setting. Although the wards were acute, with high turnover and change of inpatients, 60% of participants were treated per protocol over four weeks. Overall, the evidence on blended care concepts in psychiatric care settings is extremely poor to date. Hence, this trial should encourage intensified blended inpatient psychiatric care research.

Suicidality in individuals with Prader-Willi syndrome: a review of registry survey data

IntroductionPrader–Willi syndrome (PWS) is a rare, genetic, neurodevelopmental syndrome associated with hyperphagia and early onset obesity, growth and sex hormone insufficiencies, mild-to-moderate intellectual disability, and behavioral challenges such as compulsivity, anxiety, skin picking, social skills deficits and temper outbursts. Given high rates of psychiatric comorbidity and potential risk factors for suicide in PWS, this study sought a first estimate of the prevalence of suicidal ideation (SI) and attempts (SA) in the PWS population and any characteristics associated with suicidality in this population.MethodsUsing the Global Prader-Willi Syndrome Registry, we included all participants who had answered a question about SI. We examined the most recent data from the surveys about social, economic, and demographic factors, genetic subtype, and psychiatric symptoms and treatments. A chi-square analysis was used to compare registry participants who reported SI to those without reported SI.ResultsFrom 750 included survey respondents, 94 (12.5%) endorsed some history of SI. Of these, 25 (26.6%) also reported a history of SA, with an average age of 16.25 years at their first attempt. Those with a history of SI were predominantly male and adult age, and had higher rates of aggression and psychiatric comorbidities, therapies, and medications.ConclusionsThis study indicates that the rate of SI and SA in PWS is comparable to the general population, and that suicide attempts in PWS typically begin in middle-teenage years. Despite unique challenges, individuals with PWS and their caregivers should be included in screens and psychoeducation for suicide and mental health concerns.