Understanding social behaviours across neurodiverse young people: roles of social cognition and self-regulation.

Background: Differences in social behaviours are common in young people with neurodevelopmental conditions (NDCs). Recent research challenges the long-standing hypothesis that difficulties in social cognition explain social behaviour differences.

Aims: We examined how difficulties regulating one's behaviour, emotions and thoughts to adapt to environmental demands (i.e. dysregulation), alongside social cognition, explain social behaviours across neurodiverse young people.

Method: We analysed cross-sectional behavioural and cognitive data of 646 6- to 18-year-old typically developing young people and those with NDCs from the Province of Ontario Neurodevelopmental Network. Social behaviours and dysregulation were measured by the caregiver-reported Adaptive Behavior Assessment System Social domain and Child Behavior Checklist Dysregulation Profile, respectively. Social cognition was assessed by the Neuropsychological Assessment Affect-Recognition and Theory-of-Mind, Reading the Mind in the Eyes Test, and Sandbox continuous false-belief task scores. We split the sample into training (n = 324) and test (n = 322) sets. We investigated how social cognition and dysregulation explained social behaviours through principal component regression and hierarchical regression in the training set. We tested social cognition-by-dysregulation interactions, and whether dysregulation mediated the social cognition-social behaviours association. We assessed model fits in the test set.

Results: Two social cognition components adequately explained social behaviours (13.88%). Lower dysregulation further explained better social behaviours (β = -0.163, 95% CI -0.191 to -0.134). Social cognition-by-dysregulation interaction was non-significant (β = -0.001, 95% CI -0.023 to 0.021). Dysregulation partially mediated the social cognition-social behaviours association (total effect: 0.544, 95% CI 0.370-0.695). Findings were replicated in the test set.

Conclusions: Self-regulation, beyond social cognition, substantially explains social behaviours across neurodiverse young people.