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Some studies report HFA individuals\u2019 difficulties in indirect requests comprehension; others suggest that it might be preserved in HFA. Furthermore, the role of Theory of Mind in understanding indirect requests is an open issue. The goal of this work is twofold: first, assessing whether comprehension of indirect requests for information is preserved in HFA; second, exploring whether mind-reading skills predict this ability. We tested a group of (<jats:italic>n<\/jats:italic>\u2009=\u200914; 9\u201312\u00a0years) HFA children and two groups of younger (<jats:italic>n<\/jats:italic>\u2009=\u200919; 5\u20136\u00a0years) and older (<jats:italic>n<\/jats:italic>\u2009=\u200928; 9\u201312\u00a0years) typically developing (TD) children in a semi-structured task involving direct, indirect and highly indirect requests for information. Results suggested that HFA can understand indirect and highly indirect requests, as well as TD children. Yet, while Theory of Mind skills seem to enhance older TD children understanding, this is not the case for HFA children. Therefore, interestingly, they could rely on different interpretative strategies.<\/jats:p>","DOI":"10.1007\/s10339-021-01056-z","type":"journal-article","created":{"date-parts":[[2021,9,6]],"date-time":"2021-09-06T14:02:48Z","timestamp":1630936968000},"page":"129-153","update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":12,"title":["Understanding indirect requests for information in high-functioning autism"],"prefix":"10.1007","volume":"23","author":[{"given":"Eleonora","family":"Marocchini","sequence":"first","affiliation":[]},{"given":"Simona","family":"Di Paola","sequence":"additional","affiliation":[]},{"given":"Greta","family":"Mazzaggio","sequence":"additional","affiliation":[]},{"given":"Filippo","family":"Domaneschi","sequence":"additional","affiliation":[]}],"member":"297","published-online":{"date-parts":[[2021,9,6]]},"reference":[{"key":"1056_CR74","doi-asserted-by":"publisher","first-page":"996","DOI":"10.3389\/fpsyg.2017.00996","volume":"8","author":"C Andr\u00e9s-Roqueta","year":"2017","unstructured":"Andr\u00e9s-Roqueta C, Katsos N (2017) The contribution of grammar, vocabulary and Theory of Mind in pragmatic language competence in children with Autistic Spectrum Disorders. 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