Neuropsychological profile in high functioning autism spectrum disorders.

Narzisi et al. (2013) gave a full neuropsych battery to kids and teens with high-functioning autism. They matched each child to a typically developing peer for age and IQ.

The team used the NEPSY-II to test memory, language, attention, motor, visuospatial, and executive skills. No treatment was given; they simply mapped strengths and weaknesses.

Only visuospatial tasks stayed flat between groups. Every other domain—attention, language, memory, motor, and executive skills—fell lower in the HFASD group.

The pattern was broad, not just one or two pockets of trouble. Visuospatial skill was the single spared area.

Lai et al. (2017) pooled 40-plus studies and found the same thing: moderate executive deficits across the board in HFASD. Their meta-analysis puts Antonio’s case-control data inside a bigger frame.

Rosa et al. (2017) went a step further. They showed these cognitive dips link to real-life adaptive problems, not just lab scores. Antonio’s paper sets the stage; Mireia ties it to everyday skills.

Faso et al. (2016) seems to disagree. They saw visuospatial trouble when tasks required piecing small shapes into a big whole. The clash is only on the surface: Antonio used simple copying and block design, while J used hierarchical puzzles. Task choice, not diagnosis, drives the difference.

When you write a treatment plan, assume visuospatial cues will help, not hurt. Pair visual schedules, maps, or diagrams with spoken instructions. Build extra trials and prompts for memory, language, and shifting attention. Do not rely on the learner to “pick it up” from context; spell it out and show it visually. These small tweaks honor the one spared skill while shoring up the rest.