Flexibility in young people with autism spectrum disorders on a card sort task.

Reed et al. (2013) asked low-functioning kids with autism to sort picture cards.

First the rule was color. Then it switched to shape.

The kids had to notice the new rule and change their answers.

The kids made more errors after the rule changed.

They also needed more trials to learn the new rule than peers matched on mental age.

Galizio et al. (2020) seems to disagree. Their preschoolers with ASD learned to pick new toys when variability paid off.

The gap is about task and age. Phil’s kids were low-functioning and had to notice a hidden rule shift. Galizio taught the payoff for change with pictures and praise.

Patton et al. (2020) widen the lens. In 216 autistic youth aged 5-18, better flexibility scores predicted stronger daily living and social skills.

So early card-sort struggles may flag later adaptive gaps, but direct teaching of “change pays” can still work.

When you plan programs, bank extra trials for rule changes. Use clear cues and rewards for shifting. Track flexibility as an early warning for adaptive skill growth.