• Márcia Regina Fumagalli Marteleto and Jacy Perissinoto.
• PhD. Psychologist, Postgraduate Program in Human Communication Disorders, Department of Speech-Language Pathology and Audiology, Universidade Federal de São Paulo (UNIFESP), São Paulo (SP), Brazil.
• Sao Paulo Med J. 2024 Jan 1; 142 (5): e2023184e2023184.

BackgroundDuring development, children face a number of demands and cognitive, behavioral, and social challenges necessary for growth. Cognitive skills make individuals competent and allow them to interact with their environment.ObjectiveTo identify the cognitive skills that promote better social insertion in children with autism spectrum disorder within 12 months.Design And SettingProspective cohort study.MethodsIn this study, 21 children aged 3-12 years were assessed, and their mothers were interviewed. Children were enrolled in regular or special autistic schools. Twelve months after the first assessment, the same children participated in the second assessment. In individual interviews, mothers provided data by answering the Vineland Adaptive Behavior Scale. Each child was assessed individually using the fourth edition of the Stanford Binet Intelligence Scale 4th Edition.ResultsIn the first assessment, the Stanford Binet areas and total scores correlated with the communication domains, daily life abilities, socialization, and total score of the Vineland Scale. After 12 months, a correlation was observed between the Stanford Binet areas and the total and communication domains, daily life abilities, socialization, motor abilities, and total score on the Vineland Scale.ConclusionLogic mathematics and memory promote better social insertion in children with autism spectrum disorder. General cognitive ability promotes communication.

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