Connaissances sociales et performance dans l'autisme : revue critique et recommandations

Titre original en anglais : Social Knowledge & Performance in Autism: A Critical Review & Recommendations

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Gates, J. A., McNair, M. L., Richards, J. K., & Lerner, M. D. (2023). Social Knowledge & Performance in Autism: A Critical Review & Recommendations. Clinical Child and Family Psychology Review, 26(3), 665-689. https://doi.org/10.1007/s10567-023-00449-0

Date de publication: 06/08/2023 Ajout dans AutiHub: 08/08/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
4
Auteur·ices de la publication identifié·es comme autistes
1 / 4 (25,0 %)
  1. Jacquelyn A. Gates
  2. Morgan L. McNair
  3. Jared K. Richards *
  4. Matthew D Lerner

Résumé

On suppose depuis longtemps que les difficultés sociales des personnes autistes découlent d'un manque de connaissances sociales (« ne pas savoir quoi faire »), ce qui a soutenu la théorie et la pratique en matière d'évaluation, de traitement et d'éducation. Cependant, des données émergentes suggèrent que ces différences pourraient être mieux expliquées par des difficultés de performance sociale (« faire ce qu'elles peuvent savoir »). Cette distinction a des implications importantes pour la recherche, la pratique, les politiques et le soutien communautaire aux personnes autistes. Cette revue examine les implications théoriques et cliniques ainsi que le statut empirique de la distinction entre connaissances et performance dans l'autisme. Les données actuelles suggèrent que les déficits de connaissances sociales ne sont ni définitionnels ni liés de manière fiable aux résultats dans l'autisme. Donner la priorité aux connaissances sociales peut donc entraîner des conséquences problématiques et imprévues en termes d'exactitude de l'évaluation, d'efficacité des interventions et de promotion de la stigmatisation. Cela peut également susciter des attentes irréalistes quant à la valeur des connaissances pour les personnes autistes et leurs familles, ce qui soulève d'importantes considérations éthiques. À l'inverse, des données récentes mettent en évidence les facteurs liés à la performance comme étant particulièrement prometteurs pour mieux modéliser et traiter les difficultés sociales dans l'autisme. Donner la priorité à la performance peut donc offrir de nouvelles orientations pour l'évaluation, des possibilités d'intervention substantiellement différentes, ainsi que de nouvelles méthodes d'inclusion et d'affirmation. Cette revue aborde chacun de ces domaines et implications, intègre ces évolutions à des modèles plus larges de compétence sociale chez les jeunes, et fournit des orientations pour la recherche et la pratique futures concernant la compétence sociale dans l'autisme.

Autistic social challenges have long been assumed to arise from a lack of social knowledge ("not knowing what to do"), which has undergirded theory and practice in assessment, treatment, and education. However, emerging evidence suggests these differences may be better accounted for by difficulties with social performance ("doing what they may know"). This distinction has important implications for research, practice, policy, and community support of autistic people. This review examines the theoretical and clinical implications and empirical status of the knowledge-performance distinction in autism. Current evidence suggests that social knowledge deficits are neither definitional nor reliably related to outcomes in autism. Prioritizing social knowledge, then, may produce unanticipated, problematic consequences in terms of accuracy of assessment, intervention effectiveness, and promotion of stigma. It may also yield unrealistic expectations around the value of knowledge for autistic people and their families, yielding important ethical considerations. Conversely, recent evidence highlights performance-related factors as being especially promising for better modeling and addressing social challenges in autism. Prioritizing performance, then, may offer new directions for assessment, substantially different intervention opportunities, and novel methods of inclusion and affirmation. This review touches upon each of these domains and implications, integrates these developments with broader models of social competence in youth, and provides direction for future research and practice regarding social competence in autism.

Bibliographie citée par cette référence

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Vue d’ensemble de l’inclusion dans la bibliographie

Ces indicateurs décrivent la bibliographie citée importée pour cette publication. Les métriques de références citées utilisent le total des références citées comme dénominateur. Les métriques d’auteurices cité·es indiquent si elles utilisent toutes les occurrences d’auteurices cité·es ou seulement les occurrences rattachées à des auteurices déjà intégré·es à la base de données AutiHub. Ils utilisent les rattachements mis en cache entre les auteurices cité·es et les auteurices intégré·es à la base de données AutiHub. Dernier calcul : 16/08/2026 11:31.

Références citées
195
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
4 / 195 (2,1 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
4 / 776 (0,5 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 4 / 176 (2,3 %). Auteurices cité·es distinct·es identifié·es comme autistes : 4 / 601 (0,7 %).
Occurrences citées rattachées à la base AutiHub
176 / 776 (22,7 %)
Auteurices cité·es distinct·es rattaché·es : 88 / 601 (14,6 %)
Occurrences rattachées, non identifiées comme autistes
172 / 176 (97,7 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 172 / 776 (22,2 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 84 / 88 (95,5 %).
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