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. 2015 Sep 17;6:53. doi: 10.1186/s13229-015-0044-x

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© Jamison and Schuttler. 2015

Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.

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Fig. 4 — Selected subscales from the self-report version of the Social Skills Improvement System (SSIS). Figure depicts score differences between adolescent females with and without ASD. Higher scale scores indicate better developed skills. However, the Internalizing & Externalizing Subscales are reverse scored, thus higher scores reflect a greater level of concern. Note: Scores between 11-19 are considered in the Average range for Social Skills Composite subscales on the SSIS. For Problem Behavior Subscales of Internalizing and Externalizing Problems, scores between 1-14 are considered Average. Mean scores for the no-ASD group across SSIS subscales Communication, Cooperation, Empathy and Engagement ranged from 15.93-18.57 (SD = 1.92-3.10). Average scores for the ASD group ranged from 10.95-13.65 (SD = 2.48-4.16). For the reverse-scored items of the Internalizing and Externalizing subscales, means for the no-ASD group were 2.54 (SD=2.30) and 3.29 (SD= 2.88) for Internalizing and Externalizing respectively. For the ASD group Internalizing mean = 15.25 (SD =5.96) and for Externalizing mean = 11.81 (SD= 7.47)