Discrepancies When Assessing Interpersonal Problem-Solving Skills in Autism Spectrum Disorder: A Diagnostic Indicator

Abstract

In children with Autism Spectrum Disorder (ASD), there are often discrepancies between direct assessment and third-party reports. Trying to clarify the causes of such discrepancies we compared these children with groups with/without difficulties in interpersonal problem-solving skills. There were 91 participants (ages 7-13): 28 children with ASD, 36 with social exclusion risk (SER), and 27 typically developing children, all tested with direct measures (emotion recognition, interpersonal conflict resolution) and indirect measures (social interaction skills). Results showed discrepancies only in the ASD group. Children with SER showed difficulties on all measures. Therefore, direct and indirect measures are evaluating different constructs in children with ASD. Additionally, both types of measures discriminate between groups, such that both are needed, especially in diagnostic assessments.