Executive Functions Assessment in a Child with Autism: A Pilot Single-Case Study from a Longitudinal and Mixed...

Area of Science:

• Neurodevelopmental Disorders
• Cognitive Psychology

Background:

• Individuals with autism spectrum disorder (ASD) often exhibit executive function deficits impacting daily adaptation.
• Evidence-based interventions for executive functions in ASD are limited, with few effectiveness evaluations.

Purpose of the Study:

• To assess a pilot intervention program aimed at enhancing executive functions in a young child diagnosed with ASD.
• To evaluate the immediate and sustained effects of the intervention on executive functions.

Main Methods:

• Employed an idiographic, longitudinal, and multidimensional observational design.
• Utilized lag sequential analysis with GSEQ software to track changes in executive functions.
• Integrated qualitative and quantitative elements within a mixed-methods approach.

Main Results:

• The three-month intervention led to improvements in cognitive flexibility, self-regulation, evaluation accuracy, and inhibitory processes.
• Observed sequential patterns indicated more complex and appropriate executive functioning post-intervention.
• These improvements in executive functions did not demonstrate long-term persistence.

Conclusions:

• The study provides preliminary insights into executive function interventions for children with ASD.
• Highlights the need for further research into the generalization of intervention effects across different settings (e.g., home, school).
• Emphasizes the importance of considering peer interactions in intervention generalization.