Impact of Spatial Navigation on Visuo-spatial Working Memory in Children with Autism: Assessing the Mediating Role of Navigational Autonomy

Wayfinding significantly influences spatial cognition and environmental interaction of autistic children; however, it remains underexplored within inclusive education systems. This study examines the effects of spatial navigation on visuo-spatial working memory (VSWM) among autistic children in two primary schools with a ‘Special Unit’ in Negombo, Sri Lanka. Adopting a mixed method approach, the research evaluates cognitive performance through pre and post intervention VSWM assessment using Corsi Block-tapping task under two navigation conditions: Assisted Wayfinding and Unassisted Wayfinding. The study involves 23 autistic students, while navigational difficulties are assessed using a structured questionnaire. Wayfinding behaviours and spatial interactions were examined through behavioural mapping and parametric observations supported by photographic documentation. Results showed a decline in post-task accuracy in both navigation conditions, with smaller reductions in unassisted tasks. Recall times increased during assisted navigation but slightly improved in unassisted tasks. Error rates also decreased modestly in independent navigation tasks. Case 02 demonstrated higher spatial anxiety, persistent distance-estimation difficulties, and reduced orientation ability. Behavioural observations showed preferences for direct routes, shaded green spaces, and enclosed spaces that aid sensory regulation. However, both environments lack effective architectural wayfinding cues to reduce cognitive load, highlighting the need for autism-responsive strategies in inclusive design and further research on navigating environments.