Department of Psychology, UCLA, Los Angeles, USA.
Graduate School of Education, University of California, 900 University Avenue, Riverside, CA, 92521, USA.
J Autism Dev Disord. 2020 Jun;50(6):2226-2233. doi: 10.1007/s10803-019-03954-w.
Disruptive behavior disorders and social skills were assessed in 187 youth aged 13 years, with typical cognitive development (TD n = 98), intellectual disability (ID n = 37), autism spectrum disorder (ASD, IQ > = 85, n = 26), or Autism Spectrum Disorder with ID (ASD/ID; IQ < 85, n = 26). The primary question was whether youth with ASD and co-morbid ID had greater associated adjustment problems than youth with ASD-only. Youth with ASD, with or without ID, had significantly higher behavior problems and lower social skills than their TD peers. However, youth with ASD and co-morbid ID did not differ from youth with ASD-only on any variable assessed, including behavior problems, behavior disorders, social acceptance, social skills, and student teacher relationships.
187 名年龄在 13 岁、具有典型认知发育的青少年（TD 组，n=98）、智力障碍（ID 组，n=37）、自闭症谱系障碍（ASD，智商≥85，n=26）或自闭症谱系障碍合并智力障碍（ASD/ID，智商＜85，n=26）接受了破坏性行为障碍和社会技能评估。主要问题是患有 ASD 合并 ID 的青少年是否比单纯患有 ASD 的青少年有更大的相关适应问题。患有 ASD 无论是否存在 ID，其行为问题都明显高于 TD 同龄人，社会技能较低。然而，在任何评估变量上，患有 ASD 合并 ID 的青少年与单纯患有 ASD 的青少年没有差异，包括行为问题、行为障碍、社会接纳、社会技能和师生关系。
