Executive Function Training Program for Children With ASD

Executive function refers to a set of skills that support goal‐directed behavior andindependent functioning, including planning, organization, task initiation, timemanagement, emotional and impulse control, flexible thinking, working memory, andself‐monitoring. Difficulties in executive function may affect how children with autismspectrum disorder (ASD) manage everyday demands at home, at school, and in socialsituations. These difficulties may also be related to adaptive functioning andself‐regulation.This study evaluates a structured executive function training program developed forelementary school students with ASD. The program is designed to help children understandexecutive function strategies, practice them in structured activities, and apply them tosituations encountered in everyday life. Rather than focusing only on performance oncognitive tasks, the intervention emphasizes the practical use of executive functionskills for daily activities, school routines, emotional and behavioral regulation, andinteractions with others.The program is delivered in a group format over 12 weekly sessions. Intervention sessionsuse explicit instruction, therapist modeling, guided practice, role‐play and otheractivities, feedback, and home practice. The major areas addressed include planning andprioritizing, organization, time management and task initiation, emotional and impulsecontrol, and flexible thinking. Visual materials and age‐appropriate activities are usedto help children understand and practice the strategies.Parents participate in a parallel parent component. They review the skills taught totheir children, receive guidance on supporting the use of these strategies, and reviewthe child's home practice with the intervention team. Parent involvement is intended topromote generalization of skills learned during the sessions to everyday settings.Participants are randomly assigned to an intervention group or a waitlist control group.After the initial intervention period and post‐intervention assessment, participants inthe waitlist control group are also offered the program. The study examines whetherparticipation in the program is associated with improvement in executive function and itsuse in daily life, as well as adaptive behavior, self‐regulation, and relatedpsychosocial functioning.