ArticleJournal of child psychology and psychiatry, and allied disciplines2025
The social skills of autistic boys in preschool: the contributions of their dyadic and triadic interactions with their parents.
Article in Journal of child psychology and psychiatry, and allied disciplines, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed.
- Co-Designing a Digital Coach-Supported Parenting Program for Internalising Problems in Autistic Children.European journal of investigation in health, psychology and education · 2026Article
- The Impact of Anime on Children with Autism Spectrum Disorder (ASD).Children (Basel, Switzerland) · 2025Review
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors.
Funding
Abstract
backgroundThe interactions of typically developing (TD) children within the family context are associated with their social skills in preschool, and the question guiding this study, which focused on boys, was whether the same would be true for autistic children. A specific focus was on the importance of the boys' engagement in triadic, mother-father-child interactions over and above their engagement in dyadic, parent-child interactions. The boys' social skills were assessed concurrently with their family interactions and one year later.
methodsSeventy-five autistic preschooler boys (Age in months: M = 49.45, SD = 11.03) and both of their parents were recruited through treatment centers and social media. The boys' dyadic engagement was assessed from observations of their interactions with their mothers and fathers (separately), and their triadic engagement from an observation of mother-father-child interactions. The boys' social skills in preschool were assessed using a Q-sort completed by observers and teachers and by the Social Responsiveness Questionnaire (SRS) completed by teachers.
resultsControlling for the severity of the boys' symptoms and IQ, their dyadic engagement was associated with the concurrent observer Q-sort and teacher-reported SRS measures, and their triadic engagement did not explain additional variance in these measures. Predicting over one year, dyadic engagement was associated again with the observer Q-sort and teacher SRS measures, while the boys' triadic engagement accounted for additional variance in these measures as well as the teacher Q-sort. Finally, boys' dyadic engagement predicted gains in social skills on the observer Q-sort, and their triadic engagement was predictive of gains in the observer and teacher Q-sort.
conclusionsThe engagement that autistic preschool-age boys displayed in the context of their dyadic and triadic interactions with their parents appears to be transferred to the preschool setting, and triadic interactions are of particular significance.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.