Social communication in children with autism spectrum disorder (asd): Correlation between DSM-5 and autism classification system of functioning-social communication (ACSF:SC).
ACSF:SC social communication ratings line up with DSM-5 levels and predict adaptive and learning skills in preschoolers with ASD.
01Research in Context
What this study did
Craig et al. (2017) compared two ways to rate social communication in preschoolers with autism. They looked at the DSM-5 severity level and the Autism Classification System of Functioning-Social Communication (ACSF:SC). They wanted to see if the two scales line up and if ACSF:SC scores predict how the kids do on everyday skills and learning tasks.
What they found
The study found a moderate match between DSM-5 and ACSF:SC ratings. Kids rated with higher ACSF:SC severity also scored lower on adaptive skills and psychoeducational tests. In short, the ACSF:SC level gives a quick picture of how the child is doing overall.
How this fits with other research
Tajik-Parvinchi et al. (2023) later showed the same link holds from ages 2 to 19, not just preschool. That work used parent reports and still found the expected pattern, so the tool works beyond the early years.
Schertz et al. (2016) explained that DSM-5 levels should reflect support needs, not just symptom count. Francesco’s finding that ACSF:SC lines up with adaptive scores fits that idea perfectly.
McGarty et al. (2018) also linked DSM-5 support levels to cognitive and adaptive scores in a mixed-age clinic sample. Together these studies say the DSM-5 level you assign is a fair proxy for real-life functioning.
Why it matters
If you already use DSM-5 levels, adding a quick ACSF:SC rating takes little time and gives parents a plain-language summary. It also flags kids who may need heavier adaptive or educational support. Try recording both measures at intake; the match can guide goal writing and justify service hours.
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02At a glance
03Original abstract
The aim of this study was to classify children with Autism Spectrum Disorder (ASD) according to Autism Classification System of Functioning: Social Communication (ACSF:SC) criteria, in order to investigate the association between social communication ability, ASD severity, adaptive functioning, cognitive abilities and psychoeducational profile. The severity of social communication impairment was specified through Diagnostic and Statistical Manual of Mental Disorders-5th edition (DSM-5) and ACSF:SC tool. The ADOS-2, Vineland-II and PEP-3 were administered to all participants. We found a positive correlation between DSM-5 levels and ACSF:SC-Typical Performance (r = 0.35; P = 0.007) and ACSF:SC-Capacity (r = 0.31; P = 0.01) levels. Children included in the five levels of ACSF:SC (Typical Performance and Capacity) showed statistically significant differences in ADOS-2 (Social Affect), Vineland-II (Communication and Socialization), and PEP-3 (Communication, motor skills, maladaptive behavior) scores. The results of this study indicate that ACSF:SC provide a better understanding of functional profile of children with ASD based on the social communication abilities. Children with greater severity of social communication showed more difficulty in adaptive behavior and psychoeducational profiles. In conclusion, the ACSF:SC could help clinicians and therapists not only to understand the strength and weakness of preschool children with ASD but also to devise specific treatment in order to promote their social integration. Autism Res 2017. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. Autism Res 2017, 10: 1249-1258. © 2017 International Society for Autism Research, Wiley Periodicals, Inc.
Autism research : official journal of the International Society for Autism Research, 2017 · doi:10.1002/aur.1772