Recent research has suggested the existence of a subset of individuals with autism spectrum disorder (ASD) that demonstrate criminal behaviour. It follows, then, that researchers must answer the question of whether an offender’s diagnosis of ASD impacts his or her criminal responsibility. Such research has indicated that individuals with ASD display deficits in cognitive empathy and higher order moral reasoning. Based on these deficits, in the present narrative review, our findings suggest that an ASD diagnosis should be considered when establishing criminal responsibility, as defined by the Canadian Criminal Code (1985), c. C-46. To further understand how an ASD diagnosis might influence the evaluation of criminal responsibility, we compared the deficits in empathy and moral reasoning observed in ASD with those observed in individuals with psychopathy. We have also presented limitations of previous research investigating moral reasoning and empathy as they relate to criminal responsibility in ASD, as well as future directions that could lead to development in this area. Although this review has been considered in accordance with Canadian law, there are certainly applications to the issue of criminal responsibility worldwide.

Although there is evidence to suggest that adolescents with autism spectrum disorder (ASD) have difficulty interpreting complex social situations, little is known about their understanding of bullying. Given the high rates of victimization in this population, it is important to investigate how adolescents with ASD comprehend bullying. Male adolescents with ASD and IQ-matched typically-developing (TD) controls (M = 14.62, SD = 1.91) watched six videos portraying bullying scenarios and were interviewed after each video. The interviews were coded for the participants' understanding of the bullying scenarios. Results indicated that adolescents with ASD had significantly lower bullying understanding scores than TD adolescents. These novel findings suggest that male adolescents with ASD understand bullying differently than their TD peers. Implications for experiences with victimization are discussed.

Research has demonstrated that, despite difficulties in multiple domains, children with autism spectrum disorders (ASD) show a lack of awareness of these difficulties. A misunderstanding of poor competencies may make it difficult for individuals to adjust their behaviour in accordance with feedback and may lead to greater impairments over time. This study examined self-perceptions of adolescents with ASD (n = 19) and typically developing (TD) mental-age-matched controls (n = 22) using actual performance on objective academic tasks as the basis for ratings. Before completing the tasks, participants were asked how well they thought they would do (pre-task prediction). After completing each task, they were asked how well they thought they did (immediate post-performance) and how well they would do in the future (hypothetical future post-performance). Adolescents with ASD had more positively biased self-perceptions of competence than TD controls. The ASD group tended to overestimate their performance on all ratings of self-perceptions (pre-task prediction, immediate, and hypothetical future post-performance). In contrast, while the TD group was quite accurate at estimating their performance immediately before and after performing the task, they showed some tendency to overestimate their future performance. Future investigation is needed to systematically examine possible mechanisms that may be contributing to these biased self-perceptions.

No abstract

In selection contexts that employ standardized testing, the use of accommodations must be accompanied by evidence to support their appropriateness. Three studies examined the appropriateness of extended time accommodations in cognitive ability testing. Study 1 examined the speededness of the Canadian Forces Aptitude Test (CFAT) using data from 12,555 applicants to establish that speed is not a factor in the CFAT. Study 2 examined the impact of extra time in the completion of a paper-based administration of the practice CFAT for test-takers with and without a learning disability (LD). Data from 122 military trainees revealed that regardless of LD status, participants received higher scores and attempted more items. Study 3 replicated and extended the findings of study 2 using a university sample (N = 234) and a computerized test administration mode. Findings from both studies also suggested that construct- and criterion-related validity were comparable across time conditions. Overall, this research has implications for those considering time accommodations in cognitive ability testing, and contributes to the limited body of knowledge on test accommodations available to selection test developers and providers.