Abstract: The association between sensory problems and cognitive abilities has been studied in individuals with Autism Spectrum Disorders (ASDs). In this study, we used a Neuropsychological Test to evaluate memory and attention in ASDs children with sensory problems compared to the ASDs children without sensory problems. Four visual memory tests of Cambridge Neuropsychological Test Automated Battery (CANTAB) including Big/little circle (BLC), Simple Reaction Time (SRT) Intra /Extra dimensional set shift (IED), Spatial recognition memory (SRM), were administered to 14 ASDs children with sensory problems compared to 13 ASDs without sensory problems aged 3 to 12 with IQ of above 70. ASDs individuals with sensory problems performed worse than the ASDs group without sensory problems on comprehension, learning, reversal and simple reaction time tasks, and no significant difference between the two groups was recorded in terms of the visual memory and visual comprehension tasks. The findings of this study suggest that ASDs children with sensory problems are facing deficits in learning, comprehension, reversal, and speed of response to a stimulus.
Abstract: The level of visual abilities, language, memory
processes and intellectual functioning development affects the quality
of a written text. The following analysis will present the results of
diagnostic tests indicating the most common criterion for a group and
stating whether a person has been diagnosed with having cognitive
developmental level below the group-s average or not.The study-s
aim is to determine whether there are specific patterns of cognitive
deficits, which can be distinguished among the group of young
people with spelling disorders.