-Triveni Goswami Vernal
(Registered Special Educator A64010)


Executive Functioning skills refer to mental processes that help an individual solve problems, plan, initiate and execute actions. It includes three main components:
a) Working Memory: It refers to a memory system that can hold on to information for a short span of time, for the completion of a cognitive task. It is different from short term memory, as it involves the manipulation of information. It is important for reasoning and decision making, on a day-to-day basis.

b) Cognitive Flexibility: It refers to the ability to think about multiple concepts at the same time, or switch between alternate thought processes, or be adaptable to new situations etc.

c) Inhibitory Control: It refers to the ability to control one’s thoughts, emotions, behaviours, attention etc., without being overwhelmed by internal need or external distractions, of any kind.


All these components play a significant role in ensuring an individual can regulate his/her emotions, develop social relations, have balanced impulse control, and maintain a good quality of life.

Image Source: https://proactiveapproaches.co.uk/an-introductory-guide-to-executive-function-skills/


PUBERTY AND EXECUTIVE FUNCTIONING
Puberty is an important stage when Executive Function skills are put to test, with an increase in the demands from the environment (school, home, family, relationships etc). Teens need to plan and organize their tasks, establish social relations, manage their emotions, balance their impulsivity and not indulge in dangerous/ risk taking behaviour etc.

EXECUTIVE FUNCTIONING AND AUTISM
Research has shown that Executive Functions do not develop in the same pace in individuals with Autism as their neurotypical peers.
An article, “Puberty and autism: An unexplored transition”, published on the website https://www.thetransmitter.org/spectrum/puberty-and-autism-an-unexplored-transition/, cites a study “Impairments in real-world executive function increase from childhood to adolescence in autism spectrum disorders”
( https://psycnet.apa.org/doiLanding?doi=10.1037%2Fa0031299) that says that  “185 autistic children showed only modest progress in executive functions,  such as short-term memory and self-control during adolescence, when these skills typically develop rapidly, affecting their ability to plan and to form close friendships.”

Another study, “Deficits in executive functions among youths with autism spectrum disorders: an age-stratified analysis”  ( https://doi.org/10.1017/S0033291715002238), was carried out on “111 youths with ASD (aged 12.5 ± 2.8 years, male 94.6%) and 114 age-, and sex-matched TD controls with Digit Span and four EF tasks of the Cambridge Neuropsychological Test Automated Battery (CANTAB): Spatial Span (SSP), Spatial Working Memory (SWM), Stockings of Cambridge (SOC), and Intradimensional/Extradimensional Shift Test (I/ED)”. The results showed, “deficits in visuospatial working memory and planning in youths with ASD.”

Therefore, it is absolutely essential to introduce and work on Executive Functioning skills in individuals with Autism, from an early age, and definitely during their teens. Activities and games related to Working Memory, Impulse control, Visual and Auditory perception, should be an essential part of the work done with individuals on the Autism Spectrum.

REFERENCES AND RESOURCES:

https://developingchild.harvard.edu/resources/activities-guide-enhancing-and-practicing-executive-function-skills-with-children-from-infancy-to-adolescence/
https://www.nature.com/articles/s41598-024-71768-7#:~:text=There%20is%20a%20consensus%20in,connectivity20%2C21%2C22
https://www.smartkidswithld.org/getting-help/executive-function-disorder/teens-and-executive-function-skills/
https://www.thetransmitter.org/spectrum/puberty-and-autism-an-unexplored-transition/
https://psycnet.apa.org/doiLanding?doi=10.1037%2Fa0031299
https://www.cambridge.org/core/journals/psychological-medicine/article/deficits-in-executive-functions-among-youths-with-autism-spectrum-disorders-an-agestratified-analysis/52F0536E8BD0D7ED740642E086846F87
https://my.clevelandclinic.org/health/articles/executive-function
https://www.sjms.net/blog/2022/1/10/executive-function-skills

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Author Dr.Triveni Goswami Vernal

Dr.Triveni Goswami Vernal is a Registered Special Educator (CRR: A64010), a Psychologist and an Expressive Arts Therapy Practitioner in training (UNESCO-CID). She is an Avaz Certified Educator and Certified in Dyslexia Teacher Training. She is also an art educator for children with additional needs.

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Artwork “Cardinal”, Artist Kabir Vernal
Acrylic marker on sketch paper