The relationship between autism spectrum disorder and intellectual disability: a question of primacy

This article examines the complex interplay between autism spectrum disorder (ASD) and intellectual disability (ID). The relevance of this topic lies in the need to improve the diagnosis and education of children. A systematic literature review is presented, reflecting current approaches to studying this issue, along with the results of an empirical study investigating the relationship between ASD and intelligence level with the aim of determining their relative primacy. The association between ASD and ID is a subject of active scientific discussion. Cognitive and intellectual characteristics are frequently considered within the context of ASD in the reviewed literature. The percentage of children with intellectual disability among those with ASD varies depending on the chosen methodology and sample. Studies indicate a broad spectrum of intelligence quotients in children with ASD, ranging from normal to low levels of intelligence. The research methodology incorporated both quantitative and qualitative methods. The sample consisted of 50 participants aged 6 to 12 years with a confirmed diagnosis of ASD, divided into subgroups based on intelligence level. Standardized IQ tests (Wechsler test), comprehensive examinations by specialists from the psychological, medical, and pedagogical commission (PMPK), as well as methods for assessing social interaction, were used to evaluate cognitive abilities. Focus groups were conducted with parents and teachers to identify additional nuances regarding the social functioning and adaptation of children with ASD. Statistical data processing included analysis of variance and correlation analysis. The main results of the study demonstrated a significant relationship between ASD and ID. It was established that intelligence level has a substantial impact on behavior. The data obtained underscore the necessity of using differentiated approaches to diagnosis and intervention, as well as developing psychological and pedagogical support programs.