Social Skills, IQ, and Depression Among Boys Aged 8-12 with ASD

Background: Children with ASD have been consistently found to be at elevated risk for internalizing disorders, including depression and anxiety (Strang et al., 2012), with some research indicating that these symptoms may place children with ASD at higher risk for suicidality (Mayes, Gorman, Hillwig-Garcia & Syed, 2013). Findings to date as to factors that may contribute to elevated levels of internalizing symptoms in this population suggest a correlation between IQ and internalizing symptoms, with higher IQ predicting higher levels of depression and anxiety (Mazurek & Kanne, 2010). Similarly, children with ASD who have higher IQs and stronger social skills have been found to rate themselves more negatively across domains of social and athletic competence and overall self-worth than those with lower IQs and lower social skills (Capps et al., 1995), suggesting that higher social skills may actually be linked to higher levels of internalizing symptoms. Further investigation of the specific relation between IQ, social skills, and internalizing symptoms is warranted in order to develop interventions geared toward improving well-being in this population.  

Objectives: We will compare the relation of IQ, social skills, and internalizing symptoms among boys aged 8-12 with and without ASD.

Methods: Measures used for the current analyses were collected for each participant during either a home or in-clinic visit as part of a larger scale study on the friendships of 8-12 year old boys with ASD. The Behavior Assessment System for Children, Second Edition (BASC-2; Kamphaus & Reynolds, 2007) was used to measure internalizing symptoms. social skills were measured using the Social Skills Rating System (SSRS; Gresham & Elliott, 1990). IQ was measured using the Kaufman Brief Intelligence Test (KBIT; Kaufman & Kaufman, 2004). 19 boys with ASD and 12 neurotypical controls participated, with 20 in each group anticipated by the time of presentation.  

Results: A unique relation between social skills, IQ, depression, and anxiety was evident in the ASD sample, but not in the neurotypical sample. Among the 19 boys with ASD, IQ was significantly and positively related with depression (r (18)=.477, p=.039). Additionally, overall social skills as rated on the SSRS were positively associated with depression (r(18)= .525, p=.021) and anxiety (r=(18). .518; p=.023). Lastly, verbal IQ was significantly and positively associated with social skills only in the ASD sample (r(18)=.539, p=.017). A Sobel test of mediation among the ASD sample indicated that social skills mediated the relation between IQ and depression.

Conclusions: Findings from this investigation replicate findings from previous studies indicating a significant relation between IQ, social skills, and internalizing symptoms among children with ASD, with verbal IQ playing an especially important role. Children with ASD and high verbal IQs may be more aware of their own social shortcomings and demonstrate stronger social skills. This awareness, however, may be a double-edged sword that leaves them more aware of social rejection than their peers and at elevated risk for depression and anxiety as a result.