Emotional Intelligence, Theory of Mind, and Executive Functions as Predictors of Social Outcomes in Young Adults With Asperger Syndrome. (March 2013)

• Record Type: Journal Article
• Authors: Montgomery, Janine M.; Stoesz, Brenda M.; McCrimmon, Adam W.
• Is Part Of: Focus on autism and other developmental disabilities. Volume 28:Number 1(2013)
• Page Start: 4
• Page End: 13
• Publication Date: 2013-03
• Subjects: autism spectrum disorders -- Asperger's syndrome -- pervasive developmental disorders -- social cognition -- mindreading; Autism in children -- Periodicals; Autistic children -- Education -- Periodicals; Autism -- Periodicals; Developmental disabilities -- Periodicals; 616.8982
• DOI: 10.1177/1088357612461525
• Languages: English
• ISSNs: 1088-3576

Abstract

Social difficulties are frequently cited as a core deficit of individuals with Asperger syndrome (AS). This deficit is particularly evident when processing of emotional information is required in social situations. Deficits in theory of mind and executive functions are the two explanatory hypotheses for social deficits in AS that are predominant in the literature; however, each of these explanations has limitations. Emotional intelligence (EI) has emerged as a relatively new explanation for social difficulties in typically developing individuals. Recently, researchers also have demonstrated that EI predicted important social outcomes for individuals with AS. In this study, we explored EI as an alternative or additive explanation for the social deficits observed in young adults with AS in light of the two predominant theories accounting for social difficulties. Implications for practice are discussed.