Exploring the relationship between measures of self-esteem and psychological adjustment among adolescents with Asperger syndrome.

Williamson et al. (2008) asked teens with Asperger syndrome to rate their own social skills, athletic skills, and sense of peer acceptance.

They compared these self-ratings to those of typically developing teens of the same age.

The study used questionnaires, not observation, to capture how the teens saw themselves.

The teens with Asperger syndrome scored themselves lower in every area: social, athletic, and peer approval.

Their answers were so distinct that the researchers could tell which group a teen belonged to just from the self-ratings.

In short, the teens felt they did not measure up to their peers.

Chen et al. (2001) and Rose et al. (2000) already showed that teens with Asperger syndrome have real social-skill gaps and high anxiety. Sara’s team links those gaps to how the teens feel about themselves.

Jackson et al. (2012) later found that people with Asperger’s also struggle with reflective self-awareness. This deeper self-concept work builds on Sara’s finding that self-esteem is low.

Kalyva (2010) and Johnson et al. (2009) reveal a twist: younger kids with Asperger’s often over-rate their social skills compared to parent and teacher views. Sara’s teens, however, under-rate themselves. The difference is age: younger kids may not yet see the gap; teens feel it sharply.

Low self-worth can feed anxiety and depression. When you assess an adolescent with ASD, add a quick self-esteem scale alongside your social-skills checklist. If scores are low, weave confidence-building targets—like leading a game or teaching a peer a favorite topic—into the intervention plan.