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Behavioral Sciences
Special Issues
Relationships Between Autistic Traits and Other Psychological Characteristics
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Relationships Between Autistic Traits and Other Psychological Characteristics

A special issue of Behavioral Sciences (ISSN 2076-328X). This special issue belongs to the section "Psychiatric, Emotional and Behavioral Disorders".

Deadline for manuscript submissions: closed (1 March 2026) | Viewed by 5179

Special Issue Editors

Dr. Allison Gladfelter

E-Mail Website
Guest Editor
Speech-language Pathology, Northern Illinois University, DeKalb, IL 60115, USA
Interests: autism, language and motor interactions; language acquisition; social communication
Dr. Milijana Buac

E-Mail Website
Guest Editor
Speech-language Pathology, Northern Illinois University, DeKalb, IL 60115, USA
Interests: neurotypical and neurodivergent bilingual language development with a focus on environmental factors; the trajectory of cognitive development in neurotypical and neurodivergent bilingual children; evidence based, culturally and linguistically responsive assessment and intervention approaches
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Autism is a neurodevelopmental condition characterized by differences in social communication and repetitive behaviors, sensory processing, or monotropic interests (American Psychiatric Association, 2022). Although autism comes with its own unique traits, autistic individuals often meet the criteria of other psychological conditions. In fact, the prevalence of co-occurring psychological conditions in autistic children has been estimated to be as high as 91% (Mosner et al., 2019), and these co-occurring conditions were reported at rates higher than those found in the general population (Micai et al., 2023). To tailor developmental, health, educational, and vocational support services specific to the needs of autistic individuals, a deeper culturally responsive understanding of the relationships between autistic traits and other psychological characteristics is urgently needed.

This upcoming Special Issue of Behavioral Sciences is devoted to highlighting these unique relationships between autistic traits and other psychological characteristics, with an eye toward understanding how these interactions could shape supportive services aimed at autistic individuals when implementing neuro-affirmative and culturally and linguistically responsive care. Researchers and practitioners are encouraged to submit articles that focus on this intersection of characteristics and their real-life applications. We welcome innovative and novel research works, including critical and systematic reviews as well as qualitative and quantitative studies, on the above-mentioned topics.

Abstract submission deadline: April 15, 2025

Notification of abstract acceptance: May 1, 2025

Proposed submission deadline: September 30, 2025

Dr. Allison Gladfelter
Dr. Milijana Buac
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Behavioral Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2200 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • autism
  • neuro-affirming care
  • neurodiversity
  • co-occurring conditions
  • language
  • social skills
  • health
  • education
  • learning
  • vocation
  • psychological characteristics

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Published Papers (6 papers)

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Research

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17 pages, 641 KB  
Article
Autistic Individuals Are Flexible with Physical and Emotion Gradable Adjectives
by Leo Evans, Peter DeVilliers and Letitia Naigles
Behav. Sci. 2026, 16(2), 297; https://doi.org/10.3390/bs16020297 - 19 Feb 2026
Viewed by 231
Abstract
Gradable adjectives (long, happy) differ from absolute adjectives (spotted) in that they are dependent on context and speaker/listener perspective for their interpretation. Such context sensitivity may present challenges for individuals with autism spectrum disorder (ASD); however, this has never been investigated for these [...] Read more.
Gradable adjectives (long, happy) differ from absolute adjectives (spotted) in that they are dependent on context and speaker/listener perspective for their interpretation. Such context sensitivity may present challenges for individuals with autism spectrum disorder (ASD); however, this has never been investigated for these linguistic elements. In the current study, we asked adolescents with ASD or typical development (TD), who were part of a larger longitudinal study in which autistic characteristics, nonverbal cognition (NVIQ), and standardized language were also assessed, to sort pictures whose properties were either gradable or absolute. Adolescents sorted pictures on two occasions. In the second sorting, we manipulated the context by adding images representing one end of the scale to induce a shift in interpretation. Contrary to prediction, both groups demonstrated sensitivity to the context-specific properties by shifting their cutoffs of what counted as ‘long’ or ‘happy’ when the array was changed. Whereas NVIQ correlated positively with physical property shifts for the TD group, language measures correlated negatively with emotion property shifts for the ASD group. Autistic characteristics were not related to shift patterns in either group. Adolescents with autism are clearly able to take context into account when interpreting gradable adjectives; however, those with better language seem more focused on maintaining their cutoffs more than shifting them. Full article
(This article belongs to the Special Issue Relationships Between Autistic Traits and Other Psychological Characteristics)
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19 pages, 550 KB  
Article
Freshman Experiences Among Neurodivergent Students Following a STEM-Focused High School-to-College Transition Program
by Bryan K. Dallas, Shupei Yuan and Briona Humphrey
Behav. Sci. 2026, 16(1), 160; https://doi.org/10.3390/bs16010160 - 22 Jan 2026
Viewed by 302
Abstract
Little research exists that focuses on the transition experiences of students with disabilities (SWDs) from high school to college and scholarly investigation of science, technology, engineering, and math (STEM) pathways for neurodivergent students is emergent. The purpose of this current study is to [...] Read more.
Little research exists that focuses on the transition experiences of students with disabilities (SWDs) from high school to college and scholarly investigation of science, technology, engineering, and math (STEM) pathways for neurodivergent students is emergent. The purpose of this current study is to better understand the experiences and perspectives of college freshman with disabilities, following participation in a STEM-focused high school-to-college transition program. Participants in this study completed a yearlong STEM-based college transition program in 2023, followed by a follow up survey and semi-structured interview during their freshman year in college. Results outline participant successes and challenges related to multiple college and career readiness factors. Most participants experienced a successful transition to their first semester in college, continued engagement in STEM-related career development, and several social and extracurricular activities. Future practice and research recommendations are provided. Full article
(This article belongs to the Special Issue Relationships Between Autistic Traits and Other Psychological Characteristics)
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21 pages, 575 KB  
Article
Characterizing Autism Traits in Toddlers with Down Syndrome: Preliminary Associations with Language, Executive Functioning, and Other Developmental Domains
by Tiffany Chavers Edgar, Claudia Schabes, Marianne Elmquist, Miriam Kornelis, Lizbeth Finestack and Audra Sterling
Behav. Sci. 2026, 16(1), 39; https://doi.org/10.3390/bs16010039 - 24 Dec 2025
Viewed by 524
Abstract
Children with Down syndrome (DS) show considerable variability in social-communication and cognitive profiles, and a subset meet criteria for co-occurring autism. In the present study, we examined the associations between developmental domains and autistic trait severity in toddlers with DS. Participants included 38 [...] Read more.
Children with Down syndrome (DS) show considerable variability in social-communication and cognitive profiles, and a subset meet criteria for co-occurring autism. In the present study, we examined the associations between developmental domains and autistic trait severity in toddlers with DS. Participants included 38 toddlers (M = 4.19 years, SD = 0.99) who completed a home-based assessment, including measures of language, fine motor, and visual reception skills. Caregivers also completed standardized questionnaires on communication and executive functioning. Multiple regression analyses tested the degree of association between these developmental domains and autistic traits. Fewer words produced fewer gestures, and more impaired fine motor and visual reception scores were significantly associated with higher autism trait severity, whereas executive function domains were not significantly associated. Preliminary findings indicate that variability in language and nonverbal developmental skills contributes to the expression of autism traits in DS, underscoring the need for early, multidomain assessment approaches to support accurate identification and tailored intervention. Full article
(This article belongs to the Special Issue Relationships Between Autistic Traits and Other Psychological Characteristics)
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17 pages, 413 KB  
Article
The Influence of Social Word Features on Early Word Learning in Autistic and Non-Autistic Children
by Fatema Mitu and Eileen Haebig
Behav. Sci. 2026, 16(1), 26; https://doi.org/10.3390/bs16010026 - 22 Dec 2025
Viewed by 413
Abstract
Early word learning is a critical milestone for children, yet autistic children often experience delays in language development. Social communication differences are a core feature of autism and may contribute to variability in learning experiences. Prior research has shown that word-level features such [...] Read more.
Early word learning is a critical milestone for children, yet autistic children often experience delays in language development. Social communication differences are a core feature of autism and may contribute to variability in learning experiences. Prior research has shown that word-level features such as iconicity, concreteness, and input frequency shape the timing of word learning, but less is known about the role of social word features. This study examined whether social word ratings predict when words tend to be acquired by autistic and non-autistic children. Social word ratings were examined as a predictor of word-level autistic and non-autistic acquisition normative data, while accounting for word input frequency. Regression analyses demonstrated that social ratings significantly predicted vocabulary acquisition, even after controlling for word frequency. Additional analyses demonstrated that socialness ratings continued to be a unique predictor of word acquisition when other affective features of words were included in the model (i.e., arousal and valence); this was also the case when iconicity and concreteness were included. Importantly, differences in group and interactions with social ratings and group were not statistically significant in any of the models. Lastly, the pattern of highly social words being acquired later in vocabulary development was strongest for nouns; the association was non-significant when examining verbs separately. Thus, in addition to previously studied word features like concreteness, imageability, and iconicity, social word features are predictive of vocabulary acquisition. These findings highlight an overlap in word features that influence learning in autistic and non-autistic children. Full article
(This article belongs to the Special Issue Relationships Between Autistic Traits and Other Psychological Characteristics)
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27 pages, 525 KB  
Article
Relationships Between Cultural Factors and Motor Abilities in Autistic and Non-Autistic Children
by Lindsey Anderson, Allison Gladfelter, Milijana Buac, Waifong Catherine Cheung, Ziteng Wang and Sinan Onal
Behav. Sci. 2025, 15(12), 1742; https://doi.org/10.3390/bs15121742 - 16 Dec 2025
Viewed by 587
Abstract
Autism and motor abilities have been found to be closely related. Culture affects motor development as well as various diagnostic criteria for an autism diagnosis, yet cultural factors are rarely considered in research and in clinical diagnostics. This study explored the relationship between [...] Read more.
Autism and motor abilities have been found to be closely related. Culture affects motor development as well as various diagnostic criteria for an autism diagnosis, yet cultural factors are rarely considered in research and in clinical diagnostics. This study explored the relationship between cultural factors, characteristics of autism, and balance abilities in autistic (n = 16) and non-autistic (n = 28) children by utilizing a demographic survey, the Social Responsiveness Scale, 2nd edition (SRS-2), and the Movement Assessment Battery for Children-2 (MABC-2) Balance subtest. A multiple linear regression model was used to analyze whether the relationship between autism characteristics and balance abilities still stands when cultural factors are considered, and to determine which cultural factors moderate the relationship. Moderation analyses with Holm–Bonferroni correction tested whether cultural factors altered the strength of the SRS-2 and MABC-2 balance association. The results of this study were consistent with previous research in that there is still a strong relationship between autism and balance abilities even when cultural factors are considered. The results further indicated that, in addition to autistic characteristics, age, gender/sex, and ethnic origin were statistically significant contributors to the multiple linear regression model. No significant moderation effects were detected, indicating consistency of the autism–balance relationship across cultural groups examined. In conclusion, cultural factors must be considered in autism research, as well as in the development and implementation of diagnostic and treatment protocols for autistic children. Full article
(This article belongs to the Special Issue Relationships Between Autistic Traits and Other Psychological Characteristics)
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27 pages, 970 KB  
Case Report
A Case Study of a Deaf Autistic Adolescent’s Affective and Linguistic Expressions
by Kristin Walker, Jenny L. Singleton and Aaron Shield
Behav. Sci. 2025, 15(11), 1435; https://doi.org/10.3390/bs15111435 - 22 Oct 2025
Viewed by 2441
Abstract
Facial expressions and body language play crucial roles in communication by conveying emotional and contextual information. In signed languages, facial expressions also serve linguistic functions. While previous research on autistic individuals’ facial expressions has focused primarily on affective expressions in hearing people, studying [...] Read more.
Facial expressions and body language play crucial roles in communication by conveying emotional and contextual information. In signed languages, facial expressions also serve linguistic functions. While previous research on autistic individuals’ facial expressions has focused primarily on affective expressions in hearing people, studying deaf autistic individuals offers insight into how autism affects linguistic and affective facial expressions. This case study examines the nonmanual expressions of “Brent,” a Deaf autistic adolescent natively exposed to American Sign Language (ASL). Five video recordings (four monologues and one conversation, totaling 35 m) were coded for nonmanual expressions, including affective facial expressions, question marking, negation, and other functions. Across 590 coded utterances, Brent showed absent or reduced facial expressions for both linguistic and affective purposes. However, he frequently used alternative communicative strategies, including additional manual signs, sign modification, and body enactment. Use of body movement to convey negation, affirmation, or emphasis was observed but inconsistently applied. These findings expand the current understanding of how autistic individuals use facial expressions by including linguistic functions in a signed language and support a broader view of autistic communication that embraces diverse and effective languaging strategies beyond neurotypical norms. Full article
(This article belongs to the Special Issue Relationships Between Autistic Traits and Other Psychological Characteristics)
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