The University of Trento (Prot 2020_006). Informed Consent Statement: Informed consent was obtained from all subjects involved within the study. Information Availability Statement: The information supporting the findings reported within this study are not publicly obtainable as a result of privacy motives. Nonetheless, they can be requested in the corresponding author for well-motivated reasons. Acknowledgments: We thank each of the ASD participants and their families for their generous contribution to this study. We also gratefully acknowledge the clinical psychologists and psychotherapists with the Laboratory of Observation, Diagnosis and Education (ODFLab) involved within this project and “Casa Sebastiano” staff for their superb support and valuable feedback. Conflicts of Interest: The authors declare no conflict of interest. The funders had no function within the style with the study; within the collection, analyses, or interpretation of data; within the writing of the manuscript; or within the decision to publish the outcomes.Appendix A In Appendix A are reported the protocols that had been applied for the high-functioning (Table A1) and low-functioning participants (Table A2). For each and every activity, the type of interaction with all the MIR and the JMS-053 supplier single tasks are listed, collectively together with the associated cognitive functions. Every single activity was repeated twice.Brain Sci. 2021, 11,12 ofTable A1. Protocol applied with all the high-functioning participants. ETP-45658 manufacturer Variety of Interaction Activity Tasks Understanding the instruction Looking in the components although crossing the area Not touching the components Maintaining the instruction Understanding the instruction Following the chosen element with no hitting it until the therapist says “go” Seeking at the chosen element Not hitting the element Keeping the instruction Understanding the instruction SPLAT Hitting only the selected style of components Hunting in the chosen components whilst hitting Hitting only the chosen elements Sustaining the instruction Understanding the instruction Seeking in the chosen elements although hitting Hitting only the selected elements Maintaining the instruction Understanding the instruction Hitting the elements in turn with all the therapist Looking at the elements whilst hitting Maintaining the turn Functions 1 RCCrossing the floor location without the need of touching any moving elementASI SA RC SeA SI SA RCSeASI SA RCSeAHitting the other sorts of elementsSI SA RCA TBrain Sci. 2021, 11,13 ofTable A1. Cont. Type of Interaction Activity Tasks Understanding the instruction Seeking in the components whilst activating Describing the components WALLS Preserving the instruction Understanding the instruction Activating the components around the walls in turn together with the therapist Hunting at the components although activating Keeping the turn Understanding the instruction QUIZ Inquiries with answers to pick out in between Describing the options Keeping the instructionFunctions 1 RCAActivating the elements on the wallsV SA RCA T RC V SASA (sustained consideration); SeA (selective attention); A (association); SI (single inhibition); RC (receptive communication); V (verbalization); T (turn).Table A2. Protocol applied with all the low-functioning participants. Type of Interaction Activity Tasks Understanding the instruction WIPE Coloring the element prior to it becomes black Searching in the element even though coloring Naming the element Keeping the instruction Understanding the instruction Seeking in the single elements Hitting all moving components Keeping the instruction Keeping the instruction SPLAT Hitting only the.