Memory Functioning for Personally Experienced and Witnessed Events in Children with Autism and the Implications for Educators, Mental Health Professionals, and the Law

Several researchers have hypothesized a deficit in memory processing to exist in children with a diagnosis of autism spectrum disorder (ASD). This hypothesis has been supported by findings of deficient recall and recognition ability in children with ASD. Specifically, research has pointed to greater deficits in their ability to recall events related to the self as opposed to others. However, such research has not explored how memory functioning would be impacted when an event with an emotional tenor was used and when a forced choice yes/no paradigm was used to extricate what was remembered from the event. The current study aimed to compare recognition memory for personally experienced and witnessed events using a mock stranger-danger scenario. Forty-two children with ASD underwent either a personally experienced or witnessed event. Following the event, the child was administered a survey assessing their recognition of both thematic and detailed content from the event. No statistically significant differences were identified for recognition memory between the personally experienced and witnessed events. While differences between the groups were not found to be significant, it was revealed that there was a trend towards significance for better recognition of details for the witnessed than for the personally experienced event. Implications for future research are discussed as well as the potential impact of such findings in the terms of forensic and educational domains