Peer interaction can be challenging in autism spectrum disorder, but naturalistic peer-observation scales for preschoolers are scarce. This study examined psychometric qualities of the newly developed Autism Peer Interaction Observation Scale. We tested the Autism Peer Interaction Observation Scale to (a) characterize peer interactions of preschoolers with autism spectrum disorder who were cognitively able versus typical age-mates, (b) explore each group’s hierarchical pattern of peer interaction behaviors, and (c) identify Autism Peer Interaction Observation Scale’s links with standard reports for assessing social-communication functioning (Vineland Behavior Scales, 2nd ed.), social impairment (Social Responsiveness Scale, 2nd ed.), autism severity (Autism Diagnostic Observation Schedule, 2nd ed.), and intelligence quotient (Mullen) in the cognitively able preschoolers with autism spectrum disorder group. Participants comprised 85 preschoolers (50 cognitively able preschoolers with autism spectrum disorder, intelligence quotient > 75; 35 typical). Groups were matched for age, intelligence quotient, and maternal education. Significant group differences emerged on all Autism Peer Interaction Observation Scale categories, in favor of typical. In cognitively able preschoolers with autism spectrum disorder, correlation analyses indicated that more typical peer relations on Autism Peer Interaction Observation Scale were linked with better adaptive and socialization skills (Vineland Behavior Scales, 2nd ed.) and fewer social atypicalities (Social Responsiveness Scale, 2nd ed.). Higher intelligence quotient scores were linked with better Autism Peer Interaction Observation Scale social-communication functioning. Only a few Autism Peer Interaction Observation Scale social-communication categories significantly correlated with the Autism Diagnostic Observation Schedule, 2nd ed. Findings highlight the Autism Peer Interaction Observation Scale as differentiating between groups and providing knowledge about peer interaction in natural settings. This new tool can help personalize social-communication programs and evaluations of early intervention outcomes.

Lay abstract

Peer interaction can be challenging in autism spectrum disorder, but naturalistic peer-observation scales for preschoolers are limited. This study examined the newly developed Autism Peer Interaction Observation Scale, with 17 subcategories, which evaluate naturalistic peer interaction processes in preschoolers with autism spectrum disorder and typical development. We tested the Autism Peer Interaction Observation Scale to (a) characterize peer interactions of preschoolers with autism spectrum disorder who were cognitively able versus typical age-mates, (b) explore each group’s hierarchical pattern of peer interaction behaviors, and (c) identify Autism Peer Interaction Observation Scale’s links with standard reports for assessing social-communication functioning (Vineland Behavior Scales, 2nd ed.), social impairment (Social Responsiveness Scale, 2nd ed.), autism severity (Autism Diagnostic Observation Schedule, 2nd ed.), and intelligence quotient (Mullen) in the cognitively able preschoolers with autism spectrum disorder group. Participants comprised 85 preschoolers (50 cognitively able preschoolers with autism spectrum disorder, intelligence quotient > 75; 35 typical). Groups were matched according to age, intelligence quotient, and maternal education. Significant group differences emerged on all Autism Peer Interaction Observation Scale categories, with the typical group showing better social-communication functioning as compared to the cognitively able preschoolers with autism spectrum disorder group. Also, in cognitively able preschoolers with autism spectrum disorder that observed as demonstrating more typical peer relations on the Autism Peer Interaction Observation Scale showed better adaptive and socialization skills on the Vineland (Vineland Behavior Scales, 2nd ed.) and fewer social atypicalities on the Social Responsiveness Scale, 2nd ed. Higher intelligence quotient scores were linked with better observed social-communication functioning (on Autism Peer Interaction Observation Scale). Few Autism Peer Interaction Observation Scale social-communicative categories significantly correlated with the Autism Diagnostic Observation Schedule, 2nd ed. Findings highlight the Autism Peer Interaction Observation Scale as differentiating the two preschooler groups and providing additional knowledge about socially communicative peer interaction in natural settings. This new tool can help personalize social-communication programs and evaluations of early intervention outcomes, thereby leading to a fuller picture of these young children’s functioning.

中文翻译：

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学龄前儿童自发互动的自然评价：自闭症同伴互动观察量表

在自闭症谱系障碍中，同伴互动可能具有挑战性，但学龄前儿童的自然同伴观察量表却很少。这项研究检验了新开发的自闭症同伴互动观察量表的心理测量质量。我们测试了自闭症同伴互动观察量表，以（a）描述患有自闭症谱系障碍的学龄前儿童与典型同龄人的认知能力的同伴互动特征，（b）探索每个群体同伴互动行为的分层模式，以及（c）识别自闭症同伴互动观察量表与评估社交沟通功能（瓦恩兰行为量表，第二版）、社交障碍（社会反应量表，第二版）、自闭症严重程度（自闭症诊断观察表，第二版）的标准报告的联系患有自闭症谱系障碍的有认知能力的学龄前儿童的智商（马伦）。参与者包括 85 名学龄前儿童（50 名患有自闭症谱系障碍、具有认知能力的学龄前儿童，智商> 75；典型值为 35）。各组的年龄、智商和母亲教育程度进行匹配。所有自闭症同伴互动观察量表类别中都出现了显着的群体差异，有利于典型。在患有自闭症谱系障碍的有认知能力的学龄前儿童中，相关分析表明，自闭症同伴互动观察量表上更典型的同伴关系与更好的适应和社交技能（瓦恩兰行为量表，第二版）和更少的社交非典型性（社会反应量表，第二版）相关。编辑）。较高的智商分数与更好的自闭症同伴互动观察量表社交沟通功能相关。 只有少数自闭症同伴互动观察量表社交交流类别与自闭症诊断观察表第二版显着相关。研究结果强调，自闭症同伴互动观察量表可以区分不同群体，并提供有关自然环境中同伴互动的知识。这个新工具可以帮助个性化社会沟通计划和早期干预结果的评估。

 外行摘要

在自闭症谱系障碍中，同伴互动可能具有挑战性，但学龄前儿童的自然同伴观察量表是有限的。本研究检验了新开发的自闭症同伴互动观察量表，该量表包含 17 个子类别，用于评估患有自闭症谱系障碍和典型发育的学龄前儿童的自然同伴互动过程。我们测试了自闭症同伴互动观察量表，以（a）描述患有自闭症谱系障碍的学龄前儿童与典型同龄人的认知能力的同伴互动特征，（b）探索每个群体同伴互动行为的分层模式，以及（c）识别自闭症同伴互动观察量表与评估社交沟通功能（瓦恩兰行为量表，第二版）、社交障碍（社会反应量表，第二版）、自闭症严重程度（自闭症诊断观察表，第二版）的标准报告的联系患有自闭症谱系障碍的有认知能力的学龄前儿童的智商（马伦）。参与者包括 85 名学龄前儿童（50 名患有自闭症谱系障碍、具有认知能力的学龄前儿童，智商> 75；典型值为 35）。根据年龄、智商和母亲教育程度对各组进行匹配。在所有自闭症同伴互动观察量表类别中都出现了显着的群体差异，与患有自闭症谱系障碍的认知能力学龄前儿童群体相比，典型群体表现出更好的社交沟通功能。 此外，在患有自闭症谱系障碍的有认知能力的学龄前儿童中，在自闭症同伴互动观察量表上观察到表现出更典型的同伴关系，在 Vineland 上表现出更好的适应和社交技能（Vineland 行为量表，第二版），在社交上表现出更少的社交非典型性。反应量表，第二版。较高的智商分数与更好地观察到的社交沟通功能相关（根据自闭症同伴互动观察量表）。很少有自闭症同伴互动观察量表的社交交流类别与自闭症诊断观察表第二版显着相关。研究结果强调，自闭症同伴互动观察量表可以区分两个学龄前儿童群体，并提供有关自然环境中社交交往同伴互动的更多知识。这一新工具可以帮助个性化社会沟通计划和早期干预结果评估，从而更全面地了解这些幼儿的功能。