A systematic review and meta‐regression analysis of social functioning correlates in autism and typical development

Abstract

Differences in social functioning are a hallmark feature of autism spectrum disorder (ASD), and much research has been devoted to locating cognitive and developmental explanations for this domain. To sort through this literature, we conducted a systematic review and meta‐analysis that quantifies the extent to which several of these candidate constructs are associated with social functioning. We gathered 881 effect sizes calculated from 133 unique participant samples, and synthesized Pearson's r correlations between social functioning and three cognitive constructs; (a) theory of mind (ToM), (b) executive function, and (c) central coherence, and five developmental constructs: (d) initiating joint attention, (e) responding to joint attention, (f) imitation, (g) pretend play, and (h) visual fixation to social stimuli. We synthesized effect sizes using robust variance estimation for each putative correlate, for populations with ASD and typical development (TD) separately. We also conducted a series of meta‐regressions to determine if sample and study features moderated effect sizes. We found that, in the ASD group, effect size estimates were significant and small (<0.30) for ToM, executive function, and initiating joint attention. Effect size estimates were significant and moderate (0.30 < r < 0.50) for imitation and response to joint attention. In the TD group, effect size estimates for ToM, executive function, and initiating joint attention were significant and small. In a meta‐regression collapsed across correlates, we found that effect sizes were significantly larger in the ASD group (P < 0.05) and decreased as mental age increased (P < 0.001). Autism Res 2019, 12: 152–175 © 2018 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary In this meta‐analysis, we found that correlations between social functioning and several constructs used to explain the developmental or cognitive origins of social functioning were quite low. This could mean that researchers will need to develop new theories about social functioning in ASD.

Neurotype-Matching, but Not Being Autistic, Influences Self and Observer Ratings of Interpersonal Rapport

“…Nonverbal and verbal communicative behaviors, including facial expressions, eye contact, postural mirroring, and tone play an important role in building rapport in people presumed to be neurotypical (Tickle-Degnen and Rosenthal, 1990); while not exhibiting these behaviors is related to poorer rapport (Richmond and McCroskey, 1995;Grahe and Bernieri, 1999;Hove and Risen, 2009). As difficulties with processing and expressing verbal and non-verbal social cues amongst autistic individuals have been well documented (Bottema-Beutel et al, 2019;Sasson et al, 2020), we might expect this to subsequently impact upon their development of rapport with others.…”

Socialization and High-Functioning Autism

“…Although ToM deficits may contribute to the interpretation of social communication impairments in ASD, many symptoms are not reflections of an underlying deficit in interpreting people from a mentalistic perspective. Indeed, ToM does not appear to be sufficiently highly correlated with broad measures of social functioning to offer a full explanation of this aspect of ASD (Bottema-Beutel et al 2018). Other factors related to social development, such as executive functioning and its relationship with ToM, should also be considered.…”

“…Furthermore, more sophisticated theoretical models of social functioning need to be developed and tested to enhance our understanding of the contributions and interactions between these and other constructs. More research is needed in order to identify profiles of individuals with ASD, for whom different cognitive and developmental mechanisms are in play in regard to social functioning (Bottema-Beutel et al 2018).…”

Quantitative Analysis of Motor Behavior in Adults with High Functioning Autism Spectrum Disorder

“…A recent meta-analysis suggests that neither of the three constructs described above is likely to have enough explanatory power by itself to account for the development of social functioning in ASD (Bottema-Beutel et al, 2018).…”