The Development of Working Memory in Children with Autism and the Future

Abstract

Autism spectrum disorder (ASD), characterized by persistent deficits in social communication and restricted/repetitive behaviors, has a global prevalence of approximately 1-2%, with males diagnosed 4.3 times more frequently than females. Working memory profiles in autistic children exhibit heterogeneity, with studies reporting spatial working memory deficits contrasting relatively preserved verbal working memory, though inconsistent findings persist due to methodological variability, age-related factors, and IQ discrepancies. Interventions such as cognitive behavioral therapy and gamified working memory training demonstrate potential efficacy but necessitate longitudinal implementation and multidisciplinary collaboration (e.g., caregivers, educators). Future research must prioritize elucidating neurocognitive mechanisms underlying working memory impairments and refining targeted, stepped-care intervention models to enhance academic and sociofunctional outcomes. Early, individualized approaches remain critical for optimizing developmental trajectories in ASD.