Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Autism Spectrum Disorder01:19

Autism Spectrum Disorder

Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
These core symptoms manifest differently among individuals, ranging from mild to severe. The disorder's complexity extends beyond its clinical presentation, encompassing a diverse range of biological, cognitive, and sociocultural influences.
Modeling in Therapy01:26

Modeling in Therapy

Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
Participant Modeling
Participant modeling involves therapists demonstrating calm and effective behaviors in situations...
Attention-Deficit/Hyperactivity Disorder01:30

Attention-Deficit/Hyperactivity Disorder

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings.

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Let's Do Engineering: Engineers and Creative Practitioners Experiences of Co-creating Activities and Resources for 3-7 Year-Olds, and Teacher Evaluation of Resource Effectiveness.

Early childhood education journal·2026
Same author

The status and interpretation of neuropsychological evidence: Commentary on 'No evidence yet for functional independence of verbal short-term memory and long-term verbal knowledge' by Majerus, Cowan and Oberauer (2026).

Journal of neuropsychology·2026
Same author

When repeated presentation of visual feature bindings does and does not result in learning: Visual short-term and long-term memory are distinct but work in tandem.

Memory & cognition·2025
Same author

Effects of theta burst stimulation on the interoceptive brain network and cardiac interoception.

Brain research·2025
Same author

Internal structure of the prospective and retrospective memory questionnaire - PRMQ - in a sample of 297,242 participants.

Memory (Hove, England)·2025
Same author

Pain-related evoked potentials in older adults with chronic pain: a cross-sectional study.

Pain medicine (Malden, Mass.)·2025

Related Experiment Video

Updated: Jun 5, 2026

Testing Sensory and Multisensory Function in Children with Autism Spectrum Disorder
09:13

Testing Sensory and Multisensory Function in Children with Autism Spectrum Disorder

Published on: April 22, 2015

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

Gnanathusharan Rajendran1, Anna S Law, Robert H Logie

  • 1School of Psychological Sciences and Health, University of Strathclyde, 40 George Street, Glasgow G1 1QE, Scotland, UK. thusha.rajendran@strath.ac.uk

Journal of Autism and Developmental Disorders
|December 25, 2010
PubMed
Summary

Adolescents with autism spectrum disorder (ASD) struggle with multitasking due to executive function challenges. These include inflexible planning, inhibition difficulties, and prospective memory issues, impacting their ability to manage multiple tasks effectively.

More Related Videos

Comparing Eye-tracking Data of Children with High-functioning ASD, Comorbid ADHD, and of a Control Watching Social Videos
05:32

Comparing Eye-tracking Data of Children with High-functioning ASD, Comorbid ADHD, and of a Control Watching Social Videos

Published on: December 7, 2018

The Immersive Cleveland Clinic Virtual Reality Shopping Platform for the Assessment of Instrumental Activities of Daily Living
08:36

The Immersive Cleveland Clinic Virtual Reality Shopping Platform for the Assessment of Instrumental Activities of Daily Living

Published on: July 28, 2022

Related Experiment Videos

Last Updated: Jun 5, 2026

Testing Sensory and Multisensory Function in Children with Autism Spectrum Disorder
09:13

Testing Sensory and Multisensory Function in Children with Autism Spectrum Disorder

Published on: April 22, 2015

Comparing Eye-tracking Data of Children with High-functioning ASD, Comorbid ADHD, and of a Control Watching Social Videos
05:32

Comparing Eye-tracking Data of Children with High-functioning ASD, Comorbid ADHD, and of a Control Watching Social Videos

Published on: December 7, 2018

The Immersive Cleveland Clinic Virtual Reality Shopping Platform for the Assessment of Instrumental Activities of Daily Living
08:36

The Immersive Cleveland Clinic Virtual Reality Shopping Platform for the Assessment of Instrumental Activities of Daily Living

Published on: July 28, 2022

Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Cognitive Science

Background:

  • Autism spectrum disorder (ASD) is a neurodevelopmental condition characterized by social communication deficits and restricted, repetitive behaviors.
  • Executive functions, crucial for goal-directed behavior, are often impaired in individuals with ASD.
  • Multitasking, a complex executive function, requires planning, inhibition, and prospective memory, abilities that may be compromised in ASD.

Purpose of the Study:

  • To investigate and compare the multitasking abilities of high-functioning adolescents with ASD and typically developing adolescents.
  • To identify specific executive function deficits underlying multitasking difficulties in ASD.

Main Methods:

  • A modified Virtual Errands Task (VET) was employed to assess multitasking performance.
  • Participants included 18 high-functioning adolescents with ASD and 18 typically developing adolescents.
  • Analysis of Covariance (ANCOVA) was used to compare task completion, rule-breaking, and adherence to task order.

Main Results:

  • Adolescents with ASD completed fewer tasks compared to the control group.
  • The ASD group demonstrated a higher frequency of rule-breaking and rigid adherence to the presented task order.
  • Findings indicate significant multitasking challenges in high-functioning adolescents with ASD.

Conclusions:

  • Executive function deficits, including planning inflexibility, inhibition problems, and prospective memory difficulties, contribute to multitasking impairments in ASD.
  • These findings highlight the need for targeted interventions addressing executive functions in adolescents with ASD.
  • Understanding these specific cognitive challenges can inform educational and therapeutic strategies for individuals with ASD.