Year: 2014 | Month: November | Volume 3 | Special Issue
Effect of Executive Functioning on Classroom Adjustment in Children with ASD
Abstract:
Any intervention for Classroom integration requires us to focus on the nature of the disorder children have. Executive function skills predict learning in general rather than learning in one specific domain. (Bull, Espy,et al., 2008). Research suggests a significant difference in executive functioning in children who have ASD as compared with the neuro-typical peers (F.Pooragha, S.M.Kafi, et al., 2013). Furthermore, successful classroom adjustment is based in social as well as cognitive skills. Underlying these social and cognitive skills are executive functions: both action based executive functions (such as response inhibition, emotional control, sustained
attention, task initiation, goal-directed persistence, flexibility) and thinking based executive functions (such as working memory, planning/prioritization, organization, time-management, meta-cognition) apart from academic conceptual understanding.
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