Structure Mapping in Autism Spectrum Disorder: Levels of Information Processing and Relations to Executive Functions.

Stewart et al. (2018) asked kids to pick the picture that "goes with" a target picture.

Sometimes the match was only about the pattern (structure). Other times a shiny distractor was added.

All kids had autism; a comparison group had typical development. The team also gave short tests of executive function.

Without distractors, both groups picked the pattern match equally well.

When the bright distractor appeared, the autism group fell to chance level.

Kids with stronger executive-function scores resisted the distractor better.

Lindor et al. (2019) extend this picture. They show the distractor problem is not true for every child with autism—only for those who also have motor difficulties.

Pellecchia et al. (2016) and Cramm et al. (2009) find similar relational-processing gaps in adults, so the trouble seems to stay across age.

Sapey-Triomphe et al. (2018) add that adults with autism can learn hidden rules if you tell them the rule exists—mirroring the need here to either remove distractors or teach inhibition.

When you teach matching, sorting, or analogies, strip flashy visuals first. If you must keep them, add quick impulse-control trials or model looking away from the distractor. Check the child’s motor skills—if clumsy, expect extra trouble and give more support. These small tweaks can keep the lesson on pattern learning instead of on battling shiny objects.