Žic Ralić Anamarija, Bubalo Sara, Vrankić Pavon Marijana
Department of Inclusive Education and Rehabilitation, Faculty of Education and Rehabilitation Sciences, University of Zagreb, Borngajska 83 F, 10000, Zagreb, Croatia.
Secondary School - Center for Education, Zagorska 14, 10000, Zagreb, Croatia.
J Autism Dev Disord. 2025 May 9. doi: 10.1007/s10803-025-06864-2.
Children with ASD and children with ID face numerous challenges in social and emotional functioning. The aim of this study is to explore differences in social and emotional competencies between children with ASD, children with ID and children with comorbid ASD/ID. Methods: Parents (N = 177) assessed the social and emotional competencies of elementary school-aged children with ASD (N = 50), children with ID (N = 84), and children with comorbid ASD/ID (N = 43) using the Devereux Student Strengths Assessment (DESSA). DESSA measures 8 key social and emotional competencies. In our study, no differences in social and emotional competencies were found between children with ASD and children with ID. Children with comorbid ASD/ID did not differ from children with ASD, but compared to children with ID, parents rated their self-awareness, social awareness, relationship skills, and optimistic thinking as significantly lower. The results were discussed considering the type of school attended by the children, the level of intellectual disability of children with ID, and the complexity of functioning of children with ASD. All three groups of children require tailored interventions for social and emotional learning to support their functioning in daily activities at home, at school and in peer groups.
患有自闭症谱系障碍（ASD）的儿童和智力障碍（ID）儿童在社交和情感功能方面面临诸多挑战。本研究的目的是探讨患有ASD的儿童、患有ID的儿童以及患有ASD/ID共病的儿童在社交和情感能力方面的差异。方法：177名家长使用德弗罗学生优势评估（DESSA）对小学年龄段的患有ASD的儿童（50名）、患有ID的儿童（84名）以及患有ASD/ID共病的儿童（43名）的社交和情感能力进行评估。DESSA测量8项关键的社交和情感能力。在我们的研究中，未发现患有ASD的儿童和患有ID的儿童在社交和情感能力上存在差异。患有ASD/ID共病的儿童与患有ASD的儿童没有差异，但与患有ID的儿童相比，家长对他们的自我意识、社交意识、关系技能和乐观思维的评分显著更低。结合儿童所就读学校的类型、患有ID的儿童的智力残疾程度以及患有ASD的儿童的功能复杂性对结果进行了讨论。所有三组儿童都需要针对社交和情感学习的量身定制的干预措施，以支持他们在家庭、学校和同伴群体中的日常活动中的功能。
