Table 1.
Summary of previous studies using the ID/ED test to assess set-shifting among individuals with ASD
| Reference | Sample characteristicsa | Stages comparedb | Key findings |
|---|---|---|---|
| Hughes et al. (1994) | N: ASD = 35, ID = 38,TD = 47 | ED shift and ED reversal | ASD < TD and ASD < ID on ED shift |
| Age: ASD = 12.9, ID = 13.3,TD = 8.1 | ASD < TD and ASD < ID on ED reversal shift | ||
| VMA: ASD = 7.2, ID = 7.3,TD = (not tested) | |||
| Ozonoff et al. (2000) | N: HFA = 23, ASP = 12,TD = 27 | ED shift | ASP < TD for ED shift |
| Age:HFA = 13.3 (3.9), ASP = 13.9 (4.5),TD = 12.5 (3.2) | HFA = TD for ED shift | ||
| IQ: HFA = 108.9 (13.8), ASP = 115.6 (15.6),TD = 111.0 (10.6) | |||
| Ozonoff et al. (2004) | N: ASD = 79,TD = 70 | ED shift, ED reversal | ASD < TD for ED shift and ED reversal shift |
| Age: ASD = 15.7 (8.7),TD = 16.0 (7.6) | |||
| FSIQ: ASD = 106.3 (16.3),TD = 106.0 (11.5) | |||
| Edgin and Pennington (2005) | N: ASD = 24,TD = 34 | ED shift | HFA = TD for ED shift |
| Age: ASD = 11.5 (2.32),TD = 12.0 (2.52) | |||
| Goldberg et al. (2005) | N: HFA = 17, ADHD = 21,TD = 32 | ED shift | HFA = ADHD = TD for ED shift |
| Age: HFA = 10.3 (1.8), ADHD = 9.8 (1.3),TD = 10.4 (1.5) | |||
| FSIQ: HFA = 96.5 (15.9), ADHD = 113.8 (10.3),TD = 112.6 (12.1) | |||
| Landa and Goldberg (2005) | N: HFA = 19,TD = 19 | ED shift | HFA = TD for ED shift |
| Age: HFA = 11.01 (2.89),TD = 11.00 (2.85) | |||
| FSIQ: HFA = 109.7 (15.8),TD = 113.4 (14.3) | |||
| Happé et al. (2006) | N: ASD = 29, ADHD = 28,TD = 31 | ED shift | HFA = ADHD = TD for ED shift |
| Age: ASD = 10.9 (2.4), ADHD = 11.6 (1.7),TD = 11.2 (2.0) | |||
| FSIQ: ASD = 99.7 (18.7), ADHD = 99.1 (17.7),TD = 106.8 (13.4) |
a
ASD = autism spectrum disorder, ID = intellectual disability,TD = typically developing, HFA = high-functioning autism, ASP = Asperger syndrome, ADHD = attention deficit/hyperactivity disorder. Means, and standard deviations in parentheses, are reported for age and full-scale IQ (FSIQ) when available. For Hughes and colleagues (1994) standard deviation for all groups and VMA scores for the younger typically developing controls was not reported.
b
Several of these studies examined more stages, but we highlight the ED shift and ED reversal shift performance, because of the relevance for the current article.