From childhood to adolescence: A cross-sectional examination of cognitive profiles and autistic traits in neurodivergent children

Autistic children exhibit distinct patterns not only in social communication and restricted and repetitive behaviours but also in cognitive abilities, particularly executive functioning. However, methodological heterogeneity across broad age ranges has led to conflicting findings regarding age-related differences in these abilities among neurodivergent children. Understanding various developmental strengths and challenges is essential for designing targeted interventions that support autistic youth and improve their long-term outcomes. This study examines cross-sectional age-related patterns in autistic children, focusing on cognitive abilities, particularly executive functions, as well as autistic traits. The sample included 77 autistic children aged 4–17 years without intellectual disabilities (IQ>85). Retrospective clinical report data were analysed, including measures of intellectual functioning (Wechsler Intelligence Scales), autistic traits (Autism Diagnostic Observation Schedule [ADOS-2] and Social Responsiveness Scale [SRS-2]), and executive functions (Wisconsin Card Sorting Test [WCST] and Tower of London [ToL]). Results showed no age-related differences in intelligence profiles (Wechsler Intelligence Scales) and cognitive flexibility (WCST), but higher performance in older participants on visual perceptual abilities (p = .04). Moreover, autistic children showed higher scores on planning and problem-solving skills (ToL, p = .02) during adolescence. However, their task execution time score (ToL) also increased (p = .01). Additionally, clinicians reported lower restricted and repetitive behaviours (ADOS-2) for individuals aged 14–17 years (p = .01), while parents observed higher challenges in the socio-communication area (SRS-2) at 11–13 years (p = .003). These findings underscore the need for more context-sensitive neuropsychological tools that allow for tailored educational and clinical interventions, particularly during developmental transitions, with an emphasis on generalising skills to real-world contexts.