Superior perceptual capacity in autism: investigating universality, specificity and practical applications for learning.

Over 1% of the UK population are on the autistic spectrum. These individuals experience atypical social communication and interaction, the presence of repetitive, rigid behaviours and altered sensory experiences. In addition, the cognitive profile of autistic people differs to that of individuals without the condition.

For example, it has been suggested that autistic people show a greater tendency to process the details within a visual scene, rather than the overall gist. Cognitive ability also varies hugely within the autistic community: from minimally-verbal individuals with profound intellectual impairment, to those who are verbally fluent with above average IQ.

These cognitive differences impact greatly on all aspects of life for autistic people, yet there is currently no consensus on the mechanisms underpinning cognitive strengths and how these might be harnessed to promote learning.

The current proposal centres on one such cognitive difference: the propensity for cognitively able autistic people to take in more perceptual information at any one time, compared to non-autistic individuals. This increased perceptual capacity can confer both practical advantages (enhanced information processing) and disadvantages (susceptibility to distraction) depending on the specific situation.

It therefore offers an explanation for many aspects of autistic cognition seen within the research literature, as well as the sensory atypicalities that autistic people report experiencing.

We hypothesise that this superior perceptual capacity is a central aspect of autism - and can offer a target for intervention, and guide the search for the neurobiological mechanisms associated with autism. Further, the reframing of cognitive differences in terms of this ability rather than more traditional disability focused theoretical approaches has profound practical implications for the way we intervene to promote learning, employment and wellbeing for autistic individuals.

The proposed research will establish whether increased perceptual capacity extends to individuals across the entire autism spectrum, i.e. beyond those who are cognitively and verbally able. This will involve developing novel research tasks that are accessible to those who have intellectual impairment, a population that is often excluded from research.

Second, it will determine whether this perceptual superiority is unique to autism, or is seen in those with other developmental conditions associated with altered sensory or attentional behaviour (e.g. Attention Deficit Hyperactivity Disorder and Williams Syndrome). Third, the project will look at how individual differences in perceptual capacity can inform personalised educational strategies and promote optimal learning in the classroom.

This research will be the first investigation of the universality and specificity of increased perceptual capacity in autism. The results will inform a new theoretical approach to the condition (or subgroups within it), and an accompanying shift in best practice for intervention. Currently, many support strategies involve the simplification of learning tasks or environments to help reduce distraction.

However, if this distraction arises due to increased perceptual capacity, then modification strategies should seek to fill excess capacity rather than reduce the available information. The findings from the current research will be used to develop novel learning tools to help autistic individuals harness the potential benefits (in particular with respect to education, and subsequently employment) while minimising the more challenging aspects associated with increased capacity.

Further, the research takes a participatory approach: with autistic and non-autistic researchers working together to ensure the findings have a meaningful impact on the lives of autistic people and their families.