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Although problems with the <jats:styled-content style=\"fixed-case\">TQT<\/jats:styled-content> are typically associated with executive dysfunction, they have also been reported in children who are deaf, suggesting a role for atypical language development. To test the contribution of language history to <jats:styled-content style=\"fixed-case\">ASD<\/jats:styled-content> problem solving, <jats:styled-content style=\"fixed-case\">TQT<\/jats:styled-content> performance was compared in children with high\u2010functioning autism (<jats:styled-content style=\"fixed-case\">HFA<\/jats:styled-content>), children with <jats:styled-content style=\"fixed-case\">A<\/jats:styled-content>sperger syndrome (<jats:styled-content style=\"fixed-case\">AS<\/jats:styled-content>) and <jats:styled-content style=\"fixed-case\">TD<\/jats:styled-content> children. The <jats:styled-content style=\"fixed-case\">HFA<\/jats:styled-content> group used significantly less efficient strategies than both <jats:styled-content style=\"fixed-case\">AS<\/jats:styled-content> and <jats:styled-content style=\"fixed-case\">TD<\/jats:styled-content> children. No group differences were evident on tests of question understanding, planning or verbal fluency. Potential explanations for differences in verbal problem\u2010solving skill are discussed with reference to the development of inner speech and use of visual strategies in <jats:styled-content style=\"fixed-case\">ASD<\/jats:styled-content>. <jats:bold><jats:italic>Autism Res<\/jats:italic><\/jats:bold> <jats:italic>2014, 7: 720\u2013730.<\/jats:italic> \u00a9 2014 The Authors. 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