Tagkouli Evdokia, Kouklari Evangelia Chrysanthi, Tonge Bruce J, Ntre Vassiliki, Pehlivanidis Artemios, Stefanis Nikos C, Pantelis Christos, Papanikolaou Katerina
Department of Child Psychiatry, Aghia Sophia Children's Hospital, National and Kapodistrian University of Athens, 115 27 Athens, Greece.
Centre for Developmental Psychiatry and Psychology, Department of Psychiatry, Monash University, Clayton, VIC 3168, Australia.
Brain Sci. 2025 Jun 20;15(7):668. doi: 10.3390/brainsci15070668.
Schizotypal traits are considered to be clinical and cognitive features of Schizotypal Disorder in children (SDc). These traits are also seen in children and adolescents with high-functioning Autism Spectrum Disorder (ASD). This study examines the influence of schizotypal traits (and their severity) on the capacity of children with ASD to manage emotions, develop relationships with others, and adapt in school and family life. The Schizotypal traits of 63 children (6-12 years old) with High Functioning ASD were measured by the Melbourne Assessment of Schizotypy in Kids (MASK). Parents and teachers of the participating children completed the Child Behavior Checklist (CBCL) and Teachers' Report Form (TRF) from the Achenbach System of Empirically Based Assessment and the Aberrant Behavior Checklist (ABC). Overall, the results indicated correlations between the MASK scores and problems recorded by teachers, such as Internalizing problems (i.e., Anxious/Depressed, Withdrawn/Depressed, and Other problems score) according to TRF and Inappropriate speech scores, according to teacher's ABC scales. Schizotypal traits impact the social, emotional, and behavioral functioning of children with ASD at home and school environments. The assessment of schizotypal traits in children with ASD provides critical information about a child's functionality and cognitive development, also leading to the identification of potential cognitive-neuropsychological endophenotypes within ASD with characteristics of both Autism and Schizophrenia spectra. Τhe development of a valid assessment tool is required, as well as the design of targeted interventions to prevent the loss of functionality.
分裂型特质被认为是儿童分裂型障碍（SDc）的临床和认知特征。这些特质在高功能自闭症谱系障碍（ASD）的儿童和青少年中也有体现。本研究考察了分裂型特质（及其严重程度）对患有ASD的儿童管理情绪、与他人建立关系以及在学校和家庭生活中适应能力的影响。通过墨尔本儿童分裂型特质评估量表（MASK）对63名6至12岁高功能ASD儿童的分裂型特质进行了测量。参与研究的儿童的家长和教师完成了基于实证评估的阿chenbach系统中的儿童行为检查表（CBCL）和教师报告表（TRF）以及异常行为检查表（ABC）。总体而言，结果表明MASK分数与教师记录的问题之间存在相关性，例如根据TRF的内化问题（即焦虑/抑郁、退缩/抑郁和其他问题得分）以及根据教师ABC量表的不适当言语得分。分裂型特质会影响患有ASD的儿童在家庭和学校环境中的社交、情感和行为功能。对患有ASD的儿童的分裂型特质进行评估可提供有关儿童功能和认知发展的关键信息，还能识别出具有自闭症和精神分裂症谱系特征的ASD潜在认知神经心理内表型。需要开发有效的评估工具，并设计有针对性的干预措施以防止功能丧失。
