| Poster | Poster Session 10 Program Schedule
02/17/2024
09:00 am - 10:15 am
Room: Shubert Complex (Posters 1-60)
Poster Session 10: Neurodevelopmental | Congenital Conditions
Final Abstract #45
Comparisons of Various Cognitive Abilities Between the Difference of High or Low Social-emotional Functions in School-aged Children with Autism Spectrum Disorder at Different Intelligence Levels
Jui Chien Huang, National Cheng Kung University Hospital, Department of Psychiatry, Tainan, Taiwan
Nai Wen Guo, National Cheng Kung University, Institute of Behavioral Medicine, Tainan, Taiwan
Category: Autism Spectrum Disorders/Developmental Disorders/Intellectual Disability
Keyword 1: autism spectrum disorder
Keyword 2: social cognition
Keyword 3: cognitive functioning
Objective:
Extensive research has demonstrated that cognitive functions are crucial in children's socio-emotional functions with autism spectrum disorder (ASD). Typically, higher intelligence is associated with better socio-emotional functions. However, low intelligence does not necessarily lead to poor socio-emotional functions in this diverse population. Even children with high intelligence may exhibit impaired socio-emotional functions. Our study proposes that specific cognitive abilities, rather than overall intelligence, may be the critical contributors to socio-emotional function and may differ between high and low intelligence in children with ASD. We aim to pinpoint the possible targets for precise treatment.
Participants and Methods:
This study, approved by IRB, involved collecting secondary data from medical records at a medical center in southern Taiwan between 2015 and 2022. Firstly, we identified medical records that featured ICD-10 diagnosis code F84. Only records that contain the Theory of Mind (ToM) or Affect Recognition (AR) tests from NEPSY-II and the Wechsler Intelligence Scale for Children 4th edition (WISC-4) were included. Ultimately, 261 records (216 males, mean age = 9.89) were encoded and divided into low and high-intelligence groups by FSIQ85. We separated participants into low and high-socio-emotional function groups at both IQ level groups by AR scale score < 7 or ToM percentile < 10. Then, we compared the differences in WISC-4 indexes and subtests performance by independent sample t-test.
Results:
The verbal comprehension index (VCI) is significantly higher in the good AR (high IQ, t = 3.13, p = .002; low IQ, t = 4.22, p < .001) and ToM group (high IQ, t = 5.43, p < .001; low IQ, t = 3.12, p = .003) at both IQ levels, while the perceptual reasoning index (PRI) is significantly higher in the good AR group at the low IQ level (t = 2.60, p = .011) and in the good ToM group at the high IQ level (t = 2.16, p = .033). The working memory index (WMI) is significantly higher in the good AR group at the low IQ level (t = 2.72, p = .008). All VCI subtests are higher at both IQ levels in the good AR and ToM groups. Block design (t = 2.24, p = .034), Matrix (t = 3.19, p = .002), and Digit Span (t = 2.65, p = .009) are significantly higher in the good AR group at the low IQ level. Symbol search is significantly higher in the good ToM group at the high IQ level (t = 2.05, p = .042).
Conclusions:
The VCI is significant for socio-emotional performance, regardless of IQ levels. However, WMI and PRI may play a crucial role in AR for individuals with lower IQ. At higher IQ levels, information processing speed could be essential for ToM. Our findings suggest that the cognitive abilities necessary for good socio-emotional performances may differ depending on one's intelligence level. This implies that different treatment targets should be considered for individuals with varying intelligence levels.
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