Knott Fiona, Dunlop Aline-Wendy, Mackay Tommy
School of Psychology, Ealey Gate, University of Reading, Whiteknights, Reading, UK.
Autism. 2006 Nov;10(6):609-17. doi: 10.1177/1362361306068510.
Social interaction and understanding in autistic spectrum disorder (ASD) are key areas of concern to practitioners and researchers alike. However, there is a relative lack of information about the skills and competencies of children and young people with ASD who access ordinary community facilities including mainstream education. In particular, contributions by parents and their children have been under-utilized. Using two structured questionnaires, 19 children with ASD reported difficulties with social skills including social engagement and temper management and also reported difficulties with social competence, affecting both friendships and peer relationships. Parents rated the children's social skill and competence as significantly worse than did the children themselves, but there was considerable agreement about the areas that were problematic. Using an informal measure to highlight their children's difficulties, parents raised issues relating to conversation skills, social emotional reciprocity and peer relationships. The implications for assessment and intervention are discussed.
自闭症谱系障碍（ASD）中的社交互动与理解是从业者和研究人员同样关注的关键领域。然而，对于使用包括主流教育在内的普通社区设施的自闭症谱系障碍儿童和青少年的技能与能力，相关信息相对匮乏。特别是，家长及其孩子的贡献未得到充分利用。通过两份结构化问卷，19名自闭症谱系障碍儿童报告了社交技能方面的困难，包括社交参与和情绪管理，还报告了社交能力方面的困难，这影响了友谊和同伴关系。家长对孩子社交技能和能力的评价明显低于孩子自己，但在存在问题的领域有相当大的共识。家长通过一种非正式方式强调孩子的困难，提出了与对话技能、社交情感互惠和同伴关系相关的问题。本文讨论了对评估和干预的启示。
