Investigating multitasking in high-functioning adolescents with autism spectrum disorders using the Virtual Errands Task.

Researchers asked high-functioning teens with autism to run virtual errands in a computer supermarket. They had to buy milk, post a letter, and follow other rules while the clock ticked.

Typical teens did the same task. The team counted how many jobs each group finished and how often they broke the rules.

The autism group finished fewer errands and broke more rules. They also stuck to the shopping list order even when a better path was clear.

The results point to real-life multitasking trouble, not just lab test scores.

Kenny et al. (2022) saw the same gap widen when tasks were open-ended. Both papers show autistic teens need extra support when plans are loose.

Spriggs et al. (2016) used a VR Stroop and found adults with autism missed only the VR distractors, not paper ones. Like our target paper, VR made hidden problems visible.

Braden et al. (2017) scanned middle-aged men with autism and still found poor executive scores. The deficit seen in teens appears to last a lifetime.

Kaland et al. (2008) saw teens lose focus mid-WCST. Together, these studies map a pattern: starting a plan is okay, but shifting or juggling steps is hard.

If you teach daily living skills, break multitasks into single steps and give visual order cues. Let the learner practice flexible order in safe VR or role-play first. These small tweaks can cut errors and stress when the real supermarket trip begins.