The Autism Society Event and Education Recordings Archive

Executive functions act as the conductor for many behaviors that individuals use in our daily lives. Deficits in executive functioning are often seen in students with autism spectrum disorder (ASD). When these executive functions are not working, we see severe deficits in social interaction, cognitive functioning, emotional and behavioral development. The frontal region of the brain is home base to a complex group of cognitive processes called executive functions. These functions act as the conductor for many behaviors that individuals use in our daily lives. These behaviors include long term planning, time management, using feedback effectively, controlling impulses, and organization. When these executive functions are not working together, we see severe deficits in social interaction, cognitive functioning, emotional and behavioral development, as well as learning and academic achievement. These deficits in executive functioning are often seen in students with Autism Spectrum Disorder (ASD).

Executive functioning skills include two main skill areas, Thinking Skills and Behavior Regulation Skills, each consisting of individual skills: planning, organization, working memory, meta‑cognition, response inhibition, affect, initiation, flexibility, and persistence. Each skill, while individual, must work in conjunction with the others in order for the student to be successful. 

Students with ASD, often experience academic success early in their educational careers. Unfortunately, as there is a shift in curriculum and learning style, these students often begin to experience difficulties. These difficulties are often related to executive functioning deficits. The struggles these students experience are not directly related to the students’ knowledge, but instead to their difficulty with these higher level cognitive processes. Due to the relative novelty of the concept of executive functioning, these difficulties are often missed, overlooked, or misdiagnosed as a lack of motivation, laziness, or impulsivity.

Students with executive functioning deficits also tend to show socially inappropriate behaviors and poor interpersonal skills. Many of the areas of deficit associated with ASD are also associated with executive functioning deficits, including problems with adaptive behavior, communication, play, and social relationships. These difficulties extend from home to school, and from school age to post-21.

Because of the pervasive nature of executive functioning deficits, it is crucial that they be identified early so that appropriate remediation strategies can be employed. For example, a student can be taught problem solving skills, the use of picture schedules, the use of graphic organizers, self-monitoring, social skills, the use of checklists, and self-regulation training. In addition, incorporating technology such as an iPad, a PDA, laptop, timer, or watch to train time management, planning, and organization are all socially appropriate and accepted.

One of the crucial pieces to the success of a student with executive functioning deficits is training for all staff as well as parents. This training should focus on the specifics of what the student’s deficits are as well as on the role the adults will play in the student’s success.

It is crucial that the environment be predictable and has consistent rules. Activities in school should be well planned, organized, and presented with clear directions. Both the home and school environments should have limited distractions, with consistent routines.

When executive functioning deficits are identified at an early age, educational programs can be implemented to increase learning opportunities and minimize problems associated with these deficits.

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