The Autism Society Event and Education Recordings Archive

One of the most defining and salient characteristics of ASDs is difficulty with social skills (Rogers, 2000; Wing, 1981). Difficulties with social skills can result in many negative experiences throughout the course of a child’s life.  Research has shown that social skill deficits can affect academic achievement, peer relationships, mental well-being, job attainment, independence, and quality of life (Hendricsson & Rydell, 2006; Portway  & Johnson, 2005). Since social skill deficits can contribute to depression, and social skills are significantly impaired in those with AS and HFA, it is not surprising that depression is one of the most prevalent comorbid psychiatric conditions in this population (Ghaziuddin et al. 2002; Howlin, 2005; Leyfer, 2006).   The development of depression in individuals with AS and HFA may be influenced by an increasing awareness, with age, of their deficits in the ability to interact with and relate to others (Klin et al., 2000). Children who were older and had higher IQs perceived more difficulties with their social abilities, which predicted higher levels of depression (Capps, Sigman, & Yirmiya, 1995; Vickerstaff, 2006; Williamson, Crig, & Slinger, 2008). Feelings of social inadequacy and knowledge of social-competence are not instinctive or automatic. The child’s negative interactions or exclusion from peers may be an important factor in the development of feelings of inadequacy in those with AS and HFA.  Research shows high rates of peer victimization and exclusion of children with AS and HFA, as reported by their mothers (Little, 2002).  One study showed an increase in peer victimization as children with AS and HFA get older, which, in combination with comorbid conditions of anxiety and depression, placed these children at risk for suicidal ideation (Shtayermman, 2007).  Similarly, repeated peer rejection and victimization in neurotypical children was found to be predictive of internalizing disorders, such as depression and anxiety (Reijntjes, 2006).

            The potential negative outcomes and experiences mentioned above are significant reasons to determine what contributes to the development of depression in individuals with AS and HFA.  Although there is research on the effects of peer victimization in neurotypical children and adolescents, research is lacking on the effects of peer victimization in individuals of all ages with AS and HFA. Also, while there is extensive research on difficulties in social skills in those with AS and HFA, there is little research on their perception of their social abilities, and subsequently how this self-perception may affect levels of depression.  Gaining a greater understanding of variables that contribute to depression symptomotology may have important implications for prevention and treatment of depression in this population. 

            The learning objectives and goals of this study will be to examine how depressive symptoms in young adults with AS varies depending on levels of perceived social competence and levels of experienced peer victimization. Specifically, this study will examine if self-perceived social competence mediates the presumed effect of peer victimization on depression.  This study will also examine if peer victimization significantly predicts depression, if peer victimization significantly predicts self-perceived social competence, and if self-perceived social competence significantly predicts depression. 

            The following measures are being utilized in collecting data:  Adult Self-Perception Profile, Beck Depression Inventory, Relational Victimization Questionnaire and the Wechsler Abbreviated Scale Intelligence. The results show that young adults with high functioning autism report significantly higher rates of depressive symptoms, lower ratings of perceived social competence, and higher rates of experiences with peer victimization in high school as compared to young adults without autism spectrum disorders.

Beck (1996) Beck Depression Inventory, Harcourt

Capps, L., Sigman, M., & Yirmiya, N. (1995). Self-competence and emotional understanding in  high-functioning children with autism. Developmental and Psychopathology, 7, 137-149

Ghaziuddin, M., Weidmer-Mikhail, E., Ghaziuddin, N. (1998). Comorbidity of Asperger syndrome: a preliminary report. Journal of Intellectual Disability Research, 4, 279-283

Gresham, F.M. & Elliot, S.N. (1990). The social skills rating system. Circle Pines, MN: American Guidance Service.

Hendricsson, L. & Rydell, A.-M. (2006). Children with behavior problems: The influence of social competence and social relations on problem stability, social achievement, and peer acceptance across the first six years of school. Infant and Child Development, 15, 347- 366.

Howlin, R., & Goode, S. (2000). Outcome in adult life for people with autism and Asperger’s syndrome. Autism, 4(1), 63-83.

Klin, A., Volkmar, F., & Sparrow, S. (2000). Asperger syndrome. New York: The Guilford Press.

Leyfer, O.T., Folstein, S.E., Bacalman, S., Davis, N.O., Dinh, E., Morgan,  J., Tager-Flusberg, H., Lainhart, J.E. (2006). Comorbid psychiatric disorders in children with Autism:Interview development rates and disorders.  Journal of Autism and Developmental Disorders, 36, 849-861.

Little, L. (2002). Middle-class mother’s perceptions of peer and sibling victimization among children with Asperger’s Syndrome and nonverbal learning disorders. Issues in Comprehensive Pediatric Nursing, 25, 43-57.

Portway, S. M. & Johnson, B. (2005). Do you know I have Asperger's syndrome? Risks of a non-obvious disability. Health, Risk & Society, 7(1), 73-83.

Reijntjes, A., Stegge, H., Terwogt, M.M. (2006). Children’s coping with peer rejection: The role of depressive symptoms, social competence, and gender. Infant and Child Development, 15(1), 89-107.

Rogers, S.J. (2000). Interventions that facilitate socialization in children with autism. Journal of Autism and Developmental Disorders, 30, 399-409.

Shtayermman, O. (2007). Peer victimization in adolescents and young adults diagnosed with Asperger’s syndrome: A link to depressive symptomatology, anxiety symptomatology, and suicidal ideation. Issues in Comprehensive Pediatric Nursing, 30(3), 87-107.

Vickerstaff, S., Heriot, S., Wong, M., Lopes, A., Dossetor, D. (2007). Intellectual ability, self-perceived social competence, and depressive symptomotology in children with high-functioning autistic spectrum disorders. Journal of Autism and Developmental Disorders. 37, 1647-1664.

Williamson, S., Craig, J. Slinger, R. (2008). Exploring the relationship between measures of self-esteem and psychological adjustment among adolescents with Asperger syndrome. Autism, 12(4), 391-402.

Wing, L. (1981). Asperger's syndrome: A clinical account. Psychological Medicine, 11, 115-129.