Neurocognitive functioning in adolescents with autism spectrum disorder.

Reinvall et al. (2013) gave a full neurocognitive battery to higher-functioning teens with autism and to matched controls.

They tested verbal IQ, auditory attention, facial memory, and visuomotor speed.

The ASD teens scored higher on verbal reasoning but lower on auditory attention, facial memory, and visuomotor skills.

Strength in one area did not protect against weakness in others.

Kenny et al. (2022) extends the story: when executive-function tasks are open-ended, the gap between ASD and control teens widens.

Goulardins et al. (2013) conceptually replicates the facial weakness using eye-tracking and brain waves, showing less neural emotion discrimination.

Wojcik et al. (2014) seems to contradict the target by finding intact metacognition in similar teens. The clash fades when you see the tasks tap different EF sub-skills: planning vs. self-monitoring.

Do not trust strong verbal scores to mean “all is fine.” Add quick checks for auditory attention, facial memory, and visuomotor speed to every teen ASD assessment. These weak spots are easy to miss and can masquerade as “not listening” or “poor eye contact.”