PDF(Pubmed)
Abstract：
BACKGROUND: Social skills are frequently impaired in neurodevelopmental disorders and genetic conditions, including 22q11.2 deletion syndrome (22q11DS) and autism spectrum disorders (ASD). Although often assessed with questionnaires, direct assessment provides a more valid estimate of the constructs. Role-plays (i.e., simulates situational settings) therefore appear to be an appropriate indicator of social skills in daily life.
METHODS: This co-registered study involved 53 individuals with 22q11DS, 34 individuals with ASD, and 64 typically developing (TD) peers aged 12-30 years. All participants were assessed with role-plays as well as parent-reported questionnaires and clinical interviews focusing on social skills, functioning and anxiety.
RESULTS: Both clinical groups showed impaired social skills compared to TD, but distinct social profiles emerged between the groups. Individuals with 22q11DS displayed higher social appropriateness and clarity of speech but weaker general argumentation and negotiation skills, with the opposite pattern observed in participants with ASD. No association was found between social skills measured by direct observation and caregiver reports. Social anxiety, although higher in clinical groups than in TD, was not associated with role-plays.
CONCLUSIONS: This study highlights the need to train social skills through tailored interventions to target the specific difficulties of each clinical population. It also highlights the importance of combining measures as they do not necessarily provide the same outcome.
METHODS: This co-registered study involved 53 individuals with 22q11DS, 34 individuals with ASD, and 64 typically developing (TD) peers aged 12-30 years. All participants were assessed with role-plays as well as parent-reported questionnaires and clinical interviews focusing on social skills, functioning and anxiety.
RESULTS: Both clinical groups showed impaired social skills compared to TD, but distinct social profiles emerged between the groups. Individuals with 22q11DS displayed higher social appropriateness and clarity of speech but weaker general argumentation and negotiation skills, with the opposite pattern observed in participants with ASD. No association was found between social skills measured by direct observation and caregiver reports. Social anxiety, although higher in clinical groups than in TD, was not associated with role-plays.
CONCLUSIONS: This study highlights the need to train social skills through tailored interventions to target the specific difficulties of each clinical population. It also highlights the importance of combining measures as they do not necessarily provide the same outcome.
摘要：
背景：在神经发育障碍和遗传条件下，社交技能经常受损，包括22q11.2缺失综合征(22q11DS)和自闭症谱系障碍(ASD)。尽管经常用问卷进行评估，直接评估提供了对结构的更有效估计。角色扮演(即，模拟情境设置）因此似乎是日常生活中社交技能的适当指标。
方法：这项共同注册的研究涉及53名22q11DS的个体，34名ASD患者，和64名年龄在12-30岁之间的发展中(TD)同行。所有参与者都通过角色扮演以及家长报告的问卷和侧重于社交技能的临床访谈进行评估。功能和焦虑。
结果：与TD相比，两个临床组均显示社交技能受损，但是不同的社会群体之间出现了不同的社会特征。具有22q11DS的个人表现出更高的社会适当性和言语清晰度，但较弱的一般论证和谈判技巧，在ASD参与者中观察到相反的模式。通过直接观察和照顾者报告测量的社交技能之间没有发现关联。社交焦虑,尽管临床组比TD组高，与角色扮演无关。
结论：本研究强调需要通过量身定制的干预措施来训练社交技能，以针对每个临床人群的特定困难。它还强调了合并措施的重要性，因为它们不一定提供相同的结果。
方法：这项共同注册的研究涉及53名22q11DS的个体，34名ASD患者，和64名年龄在12-30岁之间的发展中(TD)同行。所有参与者都通过角色扮演以及家长报告的问卷和侧重于社交技能的临床访谈进行评估。功能和焦虑。
结果：与TD相比，两个临床组均显示社交技能受损，但是不同的社会群体之间出现了不同的社会特征。具有22q11DS的个人表现出更高的社会适当性和言语清晰度，但较弱的一般论证和谈判技巧，在ASD参与者中观察到相反的模式。通过直接观察和照顾者报告测量的社交技能之间没有发现关联。社交焦虑,尽管临床组比TD组高，与角色扮演无关。
结论：本研究强调需要通过量身定制的干预措施来训练社交技能，以针对每个临床人群的特定困难。它还强调了合并措施的重要性，因为它们不一定提供相同的结果。
