Differences in Prosocial Behaviors of Preschoolers on the Autism Spectrum and Their Non-autistic Peers

Taylan S. B., Bakkaloğlu H.

JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS, sa.Online First, ss.1-12, 2026 (SSCI, Scopus)

  • Yayın Türü: Makale / Tam Makale
  • Basım Tarihi: 2026
  • Doi Numarası: 10.1007/s10803-026-07349-6
  • Dergi Adı: JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS
  • Derginin Tarandığı İndeksler: Scopus, Social Sciences Citation Index (SSCI), BIOSIS, Child Development & Adolescent Studies, CINAHL, Education Abstracts, Educational research abstracts (ERA), EMBASE, ERIC (Education Resources Information Center), MEDLINE, Psycinfo, Public Affairs Index
  • Sayfa Sayıları: ss.1-12
  • Ankara Üniversitesi Adresli: Evet

Özet

Purpose

Prosocial behaviors (PBs) play a significant role in achieving desired outcomes from childhood through adulthood. This necessitates an in-depth examination in children on the autism spectrum (AS), as potential limitations in this area may pose risks for an individual’s entire life. This study aimed to compare PBs of preschoolers on the AS with their non-autistic (NA) peers.

Methods

50 Turkish-speaking NA children aged between 48 and 72 months, and 50 Turkish-speaking children on the AS aged between 48 and 80 months participated in the study. The groups were matched in terms of nonverbal cognitive competency (NCC). The Coloured Progressive Matrices Test (CPM) was used to assess NCC, and the Prosocial Assessment Protocol (PAP) was used to assess PBs.

Results

Differences were found in helping and sharing behaviors, as well as in overall PBs. However, the groups exhibited similar levels of comforting behavior. Additionally, children on the AS needed more social cues to engage in PBs.

Discussion

The results align with literature, indicating that children on the AS may experience limitations in PBs real-life situations-based assessments, and that they have a marked need for explicit social cues. Further research is needed to deepen the knowledge on the behavioral and motivational characteristics that influence PBs in children on the AS.