Differing Patterns of Emotional Intelligence in Teens with and without Autism Spectrum Disorders

Background: Adolescence presents challenges for many youths. In light of the increased focus on social relationships at this time, it can be an especially difficult period for teens with autism spectrum disorders (ASD). While many studies have described the social functioning of children on the spectrum, fewer have discussed the social strengths and weaknesses of teens. Emotional Intelligence (EI), a construct related to the way we perceive, use, understand, and manage emotions (ability EI) as well as to our self-perceived performance in social situations (trait EI), has been found to be related to social outcomes for adults with Asperger Syndrome as well as typical teens.  As such, it may offer important information about the social-emotional skills of teens with ASD.  

Objectives: The primary purpose of this study was to gather additional information about the social-emotional strengths and weaknesses of teens with ASD and their relationship to social outcomes. 

Methods: Teens with and without ASD between the ages of 13 to 17 years, with a VIQ > 80, were recruited for this project. Participants completed 1) a measure of trait EI, the BarOn Emotional Quotient-Inventory: Youth Version, 2) a measure of ability EI, the Mayor-Salovey-Caruso Emotional Intelligence Test: Youth Revised Version, and 3) a social outcome measure, the BASC-2: Self-Report of Personality, in a randomized order. Parents of the adolescents completed 1) a screening instrument for ASD, the Social Communication Questionnaire, 2) a Participant Information Questionnaire, and 3) a social outcome measure, the BASC-2: Parent Rating Scale. 

Results: Compared to teens without ASD, teens with ASD obtained significantly poorer overall scores on measures of ability and trait EI. More specifically, they performed significantly poorer on subtests measuring the ability to facilitate thought, manage emotions, and understand emotions and self-reported lower levels of interpersonal and stress management skills. With regards to the social outcome measures, teens with ASD scored significantly lower on the scales measuring self-reported interpersonal skills and parent-reported social skills and adaptability. Further analyses using multiple regressions revealed that whereas the total score from the self-reported EI measure was a significant predictor of parent and self-reported social outcomes for teens with ASD, the best predictors of social outcomes for teens without ASD were the ability to perceive emotions and their self-reported stress management skills. 

Conclusions: The results from this project highlight particular social-emotional weaknesses that may be important to consider when planning interventions for teens with ASD. That is, whereas typical teens’ ability to perceive emotions and handle stress predicted social skills, a unique pattern emerged for those with ASD, with self-reported EI predicting social outcomes.  Given that only trait EI variables predicted social outcomes for teens with ASD, it may be more important to select and implement interventions that focus on application of EI through role-playing social situations and practicing stress management and adaptive skills, as opposed to building the knowledge and skills captured on ability measures.