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Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterized by core deficits in social functioning and restricted/repetitive patterns of behaviour ([American Psychiatric Association [APA], 2013]), and marked by variability in symptom manifestation, cognitive abilities, and developmental course and outcomes ([Volkmar & Klin, 2005]). The pathognomonic feature of ASD is social impairment ([Volkmar, Lord, Bailey, Schultz, & Klin, 2004]). Children with ASD have multiple social deficits, including difficulty establishing and maintaining peer relationships, a lack of shared enjoyment in the interests and accomplishments of others, and a general paucity of social emotional reciprocity ([Volkmar et al., 2004]). As social competence, broadly defined as the ability to engage effectively in social interactions ([Rose-Krasnor, 1997]), is a strong predictor of positive outcomes in both neurotypical and clinical populations, enhancing social competence in children with ASD is often a primary focus of intervention ([Whalon, Conroy, Martinez, & Werch, 2015]).
Children with ASD display a wide range of social competence ([Volkmar et al., 2004]); however, there is limited understanding of the factors that contribute to this heterogeneity of social abilities. There is evidence that social trajectories and predictors of social competence differ for children with ASD only and children with both ASD and cognitive disability, who comprise approximately 30% of the ASD population ([Centre for Disease Control and Prevention, 2012]). For example, researchers have found that children with ASD without cognitive disability display more heterogeneity in levels of social functioning than children with ASD with cognitive disability ([Fountain, Winter, & Bearman, 2012]). Given this variability, identifying and examining factors associated with social competence in children with ASD who do not have a cognitive disability may provide valuable information for intervention.
Educational researchers studying factors associated with social competence in nonclinical populations tend to apply social emotional learning (SEL) frameworks. SEL skills are commonly conceptualized in terms of self-awareness, self-management, social awareness, relationship skills, and responsible decision making ([Lipton & Nowicki, 2009]). School programs universally targeting these skills significantly improve the prosocial behaviours for typically developing children ([Collaborative for Academic, Social, and Emotional Learning, 2005]). However, SEL interventions have not proven to be as effective in children with ASD ([Bellini, Peters, Benner, & Hopf, 2007]). Although short-term social benefits have been documented, children with ASD show poor generalisation and maintenance of...