Abstract
The purpose of the present study was to investigate event-based prospective memory performance in individuals with autism spectrum disorder and to explore possible relations between laboratory-based prospective memory performance and everyday performance. Nineteen children and adolescents with autism spectrum disorder and 19 matched neurotypical controls participated. The laboratory-based prospective memory test was embedded in a visuo-spatial working memory test and required participants to remember to respond to a cue-event. Everyday planning performance was assessed with proxy ratings. Although parents of the autism group rated their children’s everyday performance as significantly poorer than controls’ parents, no group differences were found in event-based prospective memory. Nevertheless, individual differences in laboratory-based and everyday performances were related. Clinical implications of these findings are discussed.
Highlights
The purpose of the present study was to investigate event-based prospective memory performance in individuals with autism spectrum disorder and to explore possible relations between laboratory-based prospective memory performance and everyday performance
Significant relations between objective and subjective performance were revealed across the combined groups (PM hits with DEX r=−.36, p
Better laboratory-based performance was associated with better everyday performance
Summary
The purpose of the present study was to investigate event-based prospective memory performance in individuals with autism spectrum disorder and to explore possible relations between laboratory-based prospective memory performance and everyday performance. Research on PM differentiates between different types of tasks according to their complexity and on the basis of the cue that signals the appropriate moment to re-instantiate the planned action. Across the entire spectrum individuals with ASD exhibit impaired organization abilities in daily life: They find it hard to coordinate and sequence activities and to plan ahead [46, 52] This is reflected in childhood in poor time management and organization in school, for instance, children forget their homework at school [46] and in adulthood in difficulties to live independently (e.g., housekeeping, financial matters, [34])
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