ABSTRACT

Many young people with ASD have the capacity to be successful in school, but lack skills like organization, planning, time management, and memorization and, as a result, do not perform well in areas in which they might otherwise be successful. This chapter examines processes involved in executive functioning (inhibition, working memory, cognitive flexibility, fluency, and planning) and explores how these might hinder success for students with ASD. Strategies to improve executive functioning are then addressed, including teaching problem-solving and decision-making skills; focusing on goal setting and attainment skills; teaching planning and organizational skills; and teaching self-management and self-regulation skills. It is clear that students can learn skills pertaining to executive functioning that enable them to function more successfully across contexts, to learn more effectively, and to deal with situations like transitions or changes in routine.