Remote sensory-cognitive assessment in children with autism: evaluating feasibility and performance outcomes

This study evaluated the feasibility of remotely administered, multi-session digital sensory-cognitive assessments in children with autism spectrum disorder (ASD). Remote assessment in ASD presents challenges, including sustaining engagement across sessions, ensuring task comprehension, and maintaining data quality in home environments. Accordingly, this study quantified feasibility through task engagement and data integ-rity across a multi-domain assessment battery. A total of 121 children with ASD aged 8-16 years participated. The assessment battery was administered across three remote sessions targeting emotion discrimination, visual and cognitive processing, and auditory pro-cessing. Feasibility was evaluated using a structured data-quality coding system inte-grating trial-level performance with qualitative observations of engagement and data integrity. Across 11 behavioral tasks, an average of 85% of participants produced usable data. Exclusions occurred across most tasks but were broadly distributed, with no single task showing disproportionately elevated failure rates. Among participants with usable data, performance distributions fell within expected ranges. These findings indicate that remote sensory–cognitive assessment is feasible in children with ASD, supporting the scalability of multi-domain digital assessments and providing a foundation for larger studies investigating individual variability across perceptual and cognitive domains.