Abstract
Social skills deficits are commonly reported among children with social phobia (SP) and children with Asperger’s Disorder (AD); however, a lack of direct comparison makes it unclear whether these groups, both of which endorse the presence of social anxiety, have similar or unique skills deficits. In this investigation, the social behaviors of children with SP (n = 30) or AD (n = 30) were compared to a typically developing (TD) peer group (n = 30) during structured role play interactions. Data were analyzed using blinded observers’ ratings of overt behaviors and digital vocal analysis of verbal communication. Compared to children with AD and TD children, children with SP exhibited less overall social skill, an ineffective ability to manage the conversational topic (pragmatic social behavior), and deficient speech production (speech and prosodic social behavior). There were no differences in observer ratings between children with AD and TD children. However, using digital analysis of vocal characteristics (i.e., intensity, pitch), distinct vocal patterns emerged. Specifically, children with AD spoke more softly than TD children, and had lower vocal pitch and less vocal pitch variability than children with SP. This pattern may be subjectively heard as monotonic speech. Consistent with a vocal pattern associated with heightened anxiety, children with SP spoke more softly and had less voice volume variation than TD children, and had higher vocal pitch and more vocal pitch variability (jitteriness) than children with AD. Clinical implications of these findings are discussed.
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We sincerely thank Shane Halse and Heather Lum for their assistance with the digital vocal analysis.
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Appendix A: Rating Scale and Anchor Points for Social Anxiety and Overall Social Skill
Appendix A: Rating Scale and Anchor Points for Social Anxiety and Overall Social Skill
Rating of Anxiety
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4
Severely anxious: Uncomfortable, gross motor signs of anxiety exhibited consistently (hand wringing, or turning, leg shaking, fidgety). Also could be manifested as extreme inhibition (“frozen with fear”)
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3
Moderately anxious: Clear signs of discomfort, awkward, some gross motor movements as above, but less extreme and/or less consistent than above.
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2
Mildly anxious: Occasional signs of anxiety, which consist primarily of facial apprehension (furrowed brow, eyes wide open), or awkward body movement (slight hand wringing, awkward seating position).
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1
Not at all anxious: No overt signs of anxiety, smiles at conversational partner, appears interested and/or enjoys the interaction.
Rating of Overall Social Skill
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1
Not effective at all: Looks awkward, no response or one word response, does not ask questions, mumbling, barely audible speech.
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2
Minimally effective: Clearly awkward, answers questions but mainly gives two or three word responses, and no further participation in conversation.
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3
Moderately effective: Only mild awkwardness, able to respond to questions fully, some degree of fluidity, and moderate effort to keep conversation going, voice volume moderate.
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4
Effective: No awkwardness, carries part of the conversation, may self-disclose, appears to enjoy the interaction, voice strong and clear.
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Scharfstein, L.A., Beidel, D.C., Sims, V.K. et al. Social Skills Deficits and Vocal Characteristics of Children with Social Phobia or Asperger’s Disorder: A Comparative Study. J Abnorm Child Psychol 39, 865–875 (2011). https://doi.org/10.1007/s10802-011-9498-2
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DOI: https://doi.org/10.1007/s10802-011-9498-2