Neurodiversity and Online Psychometrics: Metadata and Documentation, 2024-2025

In Study 1 (N = 314), we compared neurodivergent (n = 151) and neurotypical (n = 163) online test performance, completion time, mood (prior to and following test administration), ease of use perceptions, and online behaviours (in relation to platform use). Participants completed various online ability tests and a personality questionnaire, along with mood and usability surveys. Using statistical analysis on psychometric assessment and survey data, minimal differences in performance were observed, though neurodivergent individuals scored slightly lower on numerical ability and reported lower levels of Extraversion and Emotional Stability. Neurodivergent individuals also completed online tests more quickly on average. While neurodivergent participants reported lower mood overall (both before and after online test administration), there was no change in mood attributable to the online tests for either group. Both neurodivergent and neurotypical groups rated the assessments neutrally in terms of ease of use, with minimal negative behaviours observed.

Study 2 (N = 23) utilised qualitative methodology to explore subjective experiences of online psychometrics through 8 focus groups. After taking various online psychometrics, participants discussed their emotional responses, support needs, personal preferences, and feedback on the testing process. Both neurodivergent (n = 21) and neurotypical (n = 2) individuals reported similar experiences, such as the value of autonomy, interface simplicity, availability of breaks, and practice questions. Differences arose around language complexity, item ambiguity, need for accommodations, some platform feature preferences, and feelings of vulnerability, particularly among neurodivergent participants.

In Study 3 (N = 55), we examined how neurodivergent (n = 47) and neurotypical (n = 8) participants experience Situational Judgement Tests, focusing on variations in response format, hypotheticality, contextualisation, and scenario length. Using survey methodology, a slight preference was found for most/least response formats over graded rating formats. Furthermore, higher degrees of hypotheticality were preferred by most groups, whilst increased levels of contextualisation and shorter scenarios were preferred by all.