32422
Examining Associations between Self-Report Measures of the Broader Autism Phenotype and Observed Theory of Mind, Auditory Processing and Effectiveness Communicating during a Collaborative Game
Autism is increasingly conceptualized as the extreme end of a distribution of autistic traits that extends into the general population, known as the Broader Autism Phenotype (BAP; Sucksmith et al., 2011). Although difficulties with perspective taking are commonly observed early in development in autism (Baron-Cohen et al., 1985), evidence that reduced ToM is an aspect of the BAP in adulthood remains conflicted (Yang & Baillargeon, 2013; Sasson et al., 2013). However, strong evidence supports sensory differences as a core aspect of the BAP (Mayer, 2017; Robertson & Simmons, 2013). The current research investigates associations between self-report measures of the BAP and observed ToM, sensory differences (specifically auditory processing), and in situ communication among non-autistic college students.
Objectives:
1. Investigate associations between autistic traits, ToM and auditory processing
2. Evaluate if autistic traits, ToM and/or auditory processing contribute to success playing a collaborative language-based game
Methods:
College students without autism (N = 103; Age range = 18-28, 65 females) completed BAP assessments (the BAPQ and communication subscale of the AQ-Adult), ToM (Reading the Mind in the Eyes [RMET] test, The Awareness of Social Inference Test [TASIT]), an advanced test of ToM assessing sarcasm and lie detection using audiovisual stimuli), measures of speech and non-speech pitch sensitivity, and interactive computer-based games (the Columbia Games) requiring verbal communication to reach a joint goal of matching an object to a location described by one’s partner (we focus here on accuracy and efficiency).
Results:
After conducting a square root transformation to correct skew in AQ communication, we ran correlations (Table 1). AQ communication and the pragmatic language subscale of the BAPQ were associated with each other and with RMET. The full BAPQ was not associated with RMET. The TASIT was only associated with RMET but demonstrated limited reliability; its subscales were not correlated. Heightened communication difficulties on the AQ were associated with reduced speech pitch detection while heightened pragmatic language difficulties on the BAPQ were associated with greater ability to detect pitch in non-speech stimuli. Only pragmatic language was associated with communicative success playing the game.
Conclusions:
Findings align with prior research conducted with family members of autistic people indicating that different aspects of the BAP represent separable phenotypes (Losh et al., 2008). By highlighting a specific relationship between the pragmatic language aspect of the BAPQ and ToM that was not apparent when relating ToM to the entire BAPQ, findings suggest that conflicted findings concerning associations between the BAP and ToM among adults may arise because of differences in the BAP and ToM measures used. Although each BAP communication subscale was associated with a different measure of pitch, the pattern of findings suggests that longitudinal research examining if early detection of non-speech relative to speech pitch leads to later communicative difficulties associated with the BAP might be fruitful. Given that the pragmatic language subscale of the BAPQ was the only predictor of successful in-person communication, ecologically valid strategies for promoting effective pragmatic language skills may be beneficial for college students with and without heightened autistic traits.