20515
Parent Vs. Self-Report of Social Difficulty in College Students with an ASD Diagnosis

Friday, May 15, 2015: 5:30 PM-7:00 PM
Imperial Ballroom (Grand America Hotel)
S. M. Ryan1, H. M. Davenport1 and A. B. Barber2, (1)The University of Alabama, Tuscaloosa, Tuscaloosa, AL, (2)Communicative Disorders, University of Alabama, Tuscaloosa, AL
Background:  

Theory of Mind is a core weakness in individuals with an ASD diagnosis. This difficulty may impact their awareness of their own social symptoms. Previous studies examining children and adolescents with an ASD found that these individuals demonstrated less insight into their own social skills than typically developing controls with reported levels of difficulty being significantly less than parent reported difficulty (Johnson, et al., 2009). Studies specifically focused on adults have examined self-report versus informant report regarding personality characteristics with similar findings (Schriber, et al., 2014); however, little research exists regarding self-perceptions of social difficulty in high-functioning adults with an ASD diagnosis.

Objectives:  

The purpose of the current project is to: 1.) to examine self-reported social difficulty in high-functioning college students with an ASD diagnosis; 2.) to examine the relationship between student and parent perceptions of social skills in a sample of college students with an ASD.

Methods:  

The current study includes 10 students enrolled in a college transition and support program for degree-seeking students with an ASD diagnosis at a major public university. As part of the program, students meet 2-3 times per week with a therapist-mentor, complete 4 hours of study hall per week within the program, and participate in regular group meetings with other program participants. Each student is administered a battery of measures at summer orientation and toward the end of each Fall and Spring semesters during their college career. The current study focuses on the Social Responsiveness Scale, Second Edition, Informant and Self-report administered at summer orientation.

Results:  

Preliminary analyses completed on the first 2 cohorts entering college in 2013 and 2014 indicated a  mean Full Scale IQ of 116. Descriptive statistics indicated the following mean T-scores on the three summary scales of the SRS-2, Self-report: DSM-5 Social Communication, 63.1; DSM-5 Restricted Interests and Repetitive Behaviors, 69.70; SRS-2 Total, 64.60. Parents reported the following mean T-scores on the SRS-2, Informant Report: DSM-5 Social Communication, 69.4; DSM-5 Restricted Interests and Repetitive Behaviors, 75.8; SRS-2 Total, 71.50. Paired samples t-tests were conducted comparing parent and student report in each of the three domains. The results indicated statistically significant differences between parent and student report across all three areas (Social Communication t(9)=3.150, p=.012; Restricted Interests/Repetitive Behaviors, t(9)=2.545, p=.031; Total, t(9)=3.712, p=.005). Additionally, each pair was significantly correlated (Social Communication, r=.719, p=.019; Restricted Interests/Repetitive Behaviors, r=.726, p=.017; Total r=.771, p=.009) indicating a large correlation between parent and student report in each domain.

Conclusions:  

Similar to previous studies with children and adolescents, college students reported elevated levels of social difficulty as evidenced by mean self-report scores in the range indicating mild to moderate social difficulty; however, they reported significantly less difficulty than that reported by their parents. Overall, students in the current sample demonstrate awareness of their social difficulty; however, they tend to underreport these symptoms in comparison to their parents.