The Development of Executive Functions for Autistic Children: Impairment, Principles, and Development

Abstract

          This academic article aimed to present the development of executive functions for Autistic children which caused by an abnormality of the brain. The abnormality is characterized by impairment in using language in communication, social interaction and emotional developmental delay together with narrow or repetitive interests. There are 2 important skill groups and their 3 sub-skills. The first one is basic function; working memory, inhibitory control, and shift/cognitive flexibility another skill group is self-control functions; focus attention, emotional control, and self-monitoring. All executive functions rely on supportive principles, for example, opportunities, suitable surroundings, and positive disciplines through different activities. Parents and teachers should motivate autistic children in all dimensions to progress their 6 basic executive functions. There are 6 developmental approaches; 1) Dividing their working steps into smaller steps to enhance their memory skill, 2) Creating different situations for them to confront to practice their inhibitory control, 3) Practicing them to set backup plans to expand their cognitive flexibility, 4) Using daily activity schedules or work box systems to practice their initiative and action skills, 5) Instructing them to practice planning, organizing, and predicting the outcomes by setting methods and 6) Practicing their self-monitoring to drill news reporting that links to their real-life or to play games with rules. All activities should include focusing attention and emotional control so that autistic children will possess the functions required in their daily life with higher capabilities to learn academic lessons at school.