Cognitive and social predictors of adaptive functioning in children with autism spectrum disorder: State of art

<p style="text-align: justify;"><strong>Context and relevance.</strong> The study of adaptive functioning in children with autism spectrum disorder (ASD) is critically important for identifying factors that influence their successful long-term adaptation in society. The theoretical basis of the study encompasses key cognitive constructs, including metacognitive knowledge about one's own mental states (theory of mind) and metacognitive control processes (executive functions). <strong>Objective.</strong> To analyze and synthesize current research on the key cognitive (intelligence, theory of mind, executive functions) and social (family socioeconomic status) predictors of adaptive functioning in children with ASD. <strong>Hypothesis.</strong> Deficits in theory of mind and executive functions may act as more significant predictors of adaptive behavior than IQ, while family socioeconomic status (SES) serves as an important contextual factor influencing adaptive outcomes. <strong>Methods and materials.</strong> The article employs a systematic narrative review methodology. A comprehensive search and analysis of scientific literature from international peer-reviewed databases published between 2014–2025 was conducted. <strong>Results.</strong> The results demonstrate that IQ is an unreliable indicator of future adaptive functioning success in children with ASD. In contrast, deficits in theory of mind and executive functions are more significant predictors, mediating difficulties in social communication, self-care, and daily living skills, even in children with preserved intelligence. The role of SES is primarily indirect, mediating access to early diagnosis and interventions. <strong>Conclusions.</strong> Adaptive functioning in ASD is a multidimensional construct determined by multilevel and interconnected predictors. The findings underscore the necessity of a comprehensive approach to studying and supporting adaptation, moving beyond IQ-based predictions to include targeted development of social cognition and self-regulation, while considering the family's socioeconomic context.</p>