Executive functions of pre-school children with autism spectrum disorder : an examination using an integrative framework

Abstract

Autism spectrum disorder (ASD) and executive function (EF) deficits had been linked together by researchers. Previous studies had provided evidence that children with ASD had impaired EF compared to typically developing (TD) children, but the findings - patterns of EF deficits were mixed, especially in the preschool stage. The present study aimed to examine EF deficits in ASD preschoolers according to the integrative EF framework. Both cognitive level and behavioral level of EF were examined across preschoolers with ASD, developmental delay, and TD preschoolers. Results from cognitive tasks and behavioral measures found that ASD preschoolers had significantly weaker EF, especially in sustained attention and shifting. Correlational results also supported the integrative EF framework, and revealed differences in EF as a cognitive process and behavioral manifestation. The present study called for early EF interventions for ASD children, and demonstrated the importance of cross-examining EF across multiple levels.