The contribution of executive functions to participation in school activities of children with high functioning autism spectrum disorder

This study describes the contribution of executive functions to participation in school activities of children diagnosed with ASD ages 6–9 years while controlling for sensory processing. Twenty-four children, ages 73–112 months (S.D. = 11.4), diagnosed with high functioning ASD were assessed with the Wisconsin Card Sorting Test. Their teachers completed the Behavior Rating Inventory of Executive Function and the School Function Assessment questionnaire. Parents completed the Sensory Profile and a demographic questionnaire. We found that executive functions contribute to participation in school activities over and above the contribution of sensory processing. In particular, the abilities to resist impulsive responses, to stop a behavior at the appropriate time, and to regulate emotional responses contributed to participation. Pediatric therapists are encouraged to address executive functions in their treatments.