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Executive Function Deficit in Children on the Autism Spectrum

Children with High-Functioning Autism (HFA) and Asperger’s (AS) often face challenges related to their ability to interpret certain social cues. A term relating to these challenges is “executive functioning,” which includes skills such as inhibiting inappropriate responses, organizing, planning, and sustaining attention.

Difficulties with executive functioning can manifest themselves in a variety of ways. Some HFA and AS children have difficulty maintaining their attention or organizing their thoughts and actions. Some have difficulty with complex thinking that requires holding more than one train of thought simultaneously. Others pay attention to minor details - but fail to see how these details fit into a bigger picture. Problems with executive functioning can also be associated with poor impulse-control.

Executive function is a set of mental qualities that help the child execute certain skills, specifically (a) regulation (i.e., taking stock of the surroundings and changing behavior in response to it) and (b) organization (i.e., gathering information and structuring it for evaluation). These skills are controlled by an area of the brain called the frontal lobe. Executive function helps the child to avoid saying or doing the wrong thing, do things based on his or her experience, manage time, multitask, pay attention, plan and organize, remember details, and switch focus.



Your HFA or AS child may have significant problems with executive function if he or she: 
  • has to be constantly reminded to do homework or complete chores around the house
  • avoids tasks that require multiple steps or sustained attention
  • forgets to bring home materials for homework
  • completes homework and then forgets to hand it in
  • gets in trouble for talking during class
  • is consistently disruptive when the teacher is talking
  • gets upset when things don’t go his or her way
  • has difficulty when given instructions that have two or more steps
  • has trouble prioritizing homework assignments
  • has trouble organizing and planning long-term assignments
  • is disorganized and messy
  • is easily distracted
  • often blurts out answers and interrupts others when they are talking
  • starts homework assignments, chores, or work on a hobby, but often loses interest before the task is completed
  • tends to put off doing homework, school projects, studying for tests, or completing chores until the last minute
  • gets stuck on one possible solution when faced with a problem
  • has trouble coming up with alternative solutions

Additional warning signs that your youngster may be having problems with executive function include trouble in telling stories (verbally or in writing), starting activities or tasks, remembering, planning projects, memorizing, and estimating how much time a project will take to complete.

==> Preventing Meltdowns and Tantrums in Asperger's and HFA Children

How can parents and teachers manage executive function problems in children with HFA and AS? Here are 20 crucial tips:
 
  1. A posted classroom schedule can be very helpful for students on the autism spectrum (see above).
  2. Allocation of sufficient time for instructions, repetition of instructions, and individual student assistance is crucial.
  3. Assignment checklists can be used to break large, overwhelming tasks into manageable units. Teachers can break long assignments into chunks and assign time frames for completing each one.
  4. Creating pictorial checklists (e.g., cartoon picture of the student opening her Math book) and a visual reminder (e.g., countdown timer) of how long each task will take is another helpful strategy.
  5. Day planners, including PDAs, can help organize the HFA or AS child.
  6. Ask the school for permission to donate a beanbag chair that can be used as a "safe spot" for your child to go to briefly when he or she is feeling over-stimulated. The place should be quiet and peaceful (e.g., next to the secretary's desk, an adjoining room, a corner of the room partially closed off by furniture).
  7. Teachers can create separate work areas with complete sets of supplies for different activities.
  8. It’s important to make a checklist for getting through assignments (e.g., get out pencil and paper, put name on paper, put due date on paper, read directions, etc.).
  9. Have the child create his own visual schedules that he can look at them several times a day.
  10. Parents should meet with their child’s teacher on a regular basis to review work and troubleshoot problems.
  11. Minimizing clutter is vital.
  12. Having an organized work space is also very helpful.
  13. Parents and teachers should plan for transition times and shifts in activities.
  14. Preferential desk placement near the teacher and away from distractions is a good idea for kids on the spectrum.
  15. Have the child schedule a weekly time to clean and organize his or her work space.
  16. Teachers can use a weekly homework log that is sent from school to home and back, keeping all parties informed of work due and progress.
  17. Use calendars to keep track of long-term assignments, due dates, chores, and activities.
  18. Take advantage of tools such as time organizers, computers, or watches with alarms.
  19. Teachers should write the due date on the top of each assignment.
  20. Parents can use visual reminders (e.g., cartoon pictures of certain tasks) to remind their child when it’s time to start homework or complete a chore (see below).

The 7 executive functions include: emotional self-regulation, inhibition, non-verbal working memory, planning and problem solving, self-awareness, self-motivation, and verbal working memory. If your HFA or AS youngster can only remember two or three things at a time, often feels overwhelmed at school, has trouble getting started on tasks, and struggles with problem solving, he or she might have an executive function deficit.




==> More crucial information on how your child thinks can be found here...

 
 
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Social rejection has devastating effects in many areas of functioning. Because the ASD child tends to internalize how others treat him, rejection damages self-esteem and often causes anxiety and depression. As the child feels worse about himself and becomes more anxious and depressed – he performs worse, socially and intellectually.

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Meltdowns are not a pretty sight. They are somewhat like overblown temper tantrums, but unlike tantrums, meltdowns can last anywhere from ten minutes to over an hour. When it starts, the Asperger's or HFA child is totally out-of-control. When it ends, both you and your child are totally exhausted. But... don’t breathe a sigh of relief yet. At the least provocation, for the remainder of that day -- and sometimes into the next - the meltdown can return in full force.

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Although Aspergers [high-functioning autism] is at the milder end of the autism spectrum, the challenges parents face when disciplining a teenager on the spectrum are more difficult than they would be with an average teen. Complicated by defiant behavior, the teen is at risk for even greater difficulties on multiple levels – unless the parents’ disciplinary techniques are tailored to their child's special needs.

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Your older teenager or young “adult child” isn’t sure what to do, and he is asking you for money every few days. How do you cut the purse strings and teach him to be independent? Parents of teens with ASD face many problems that other parents do not. Time is running out for teaching their adolescent how to become an independent adult. As one mother put it, "There's so little time, yet so much left to do."

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Two traits often found in kids with High-Functioning Autism are “mind-blindness” (i.e., the inability to predict the beliefs and intentions of others) and “alexithymia” (i.e., the inability to identify and interpret emotional signals in others). These two traits reduce the youngster’s ability to empathize with peers. As a result, he or she may be perceived by adults and other children as selfish, insensitive and uncaring.

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Become an expert in helping your child cope with his or her “out-of-control” emotions, inability to make and keep friends, stress, anger, thinking errors, and resistance to change.

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A child with High-Functioning Autism (HFA) can have difficulty in school because, since he fits in so well, many adults may miss the fact that he has a diagnosis. When these children display symptoms of their disorder, they may be seen as defiant or disruptive.

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The Social Traits of Students with Asperger's and HFA: Tips for Teachers




==> More information on the specific traits associated with AS and HFA can be found here...


More resources for parents of children and teens with High-Functioning Autism and Asperger's:

==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's

==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism

==> Launching Adult Children with Asperger's and High-Functioning Autism: Guide for Parents Who Want to Promote Self-Reliance

==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism

==> Parenting Children and Teens with High-Functioning Autism: Comprehensive Handbook

==> Unraveling The Mystery Behind Asperger's and High-Functioning Autism: Audio Book


==> Parenting System that Reduces Problematic Behavior in Children with Asperger's and High-Functioning Autism
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==> More parenting strategies for dealing with your child's stress and anxiety can be found here...

 
Resources for parents of children and teens on the autism spectrum:
 

==> Videos for Parents of Children and Teens with ASD
 
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The Family Contract: How to Set Effective Boundaries for Kids on the Autism Spectrum

“How do I set clear boundaries that I can enforce - and my child with high functioning autism will obey?”

The key to setting effective boundaries is to involve the entire family in the process. Get everyone on the same page. This is accomplished by implementing a “family contract” in which the house rules - and the consequences for violating those rules - are clearly explained and written on an actual contract.

In a family contract, parents agree to do certain things, for example:
  • encourage the child to achieve in all areas of life
  • hold the child accountable for the choices he makes, and ensure that he experiences privileges and unfortunate consequences that go with each choice
  • listen, and not overreact or judge the child for things that don't make sense to her
  • love the child for who she is
  • make themselves available to the child whenever he or she needs them – even when they are “busy”
  • never view the child as a failure, even when she makes mistakes
  • provide a comfortable, safe and mutually respectful place to talk honestly
  • provide the child with housing, food and clothing



In exchange, the AS or HFA child agrees to do certain things, for example:
  • apply himself in school and other activities
  • avoid threatening to do harm to self or others
  • avoid the use of drugs and alcohol
  • be honest, even when he or she doesn’t feel like it
  • be respectful towards everyone in this home
  • keep her promises and strive to be trustworthy
  • talk to parents when he is angry, upset or confused

All of these stipulations are written into the family contract, which is then placed in a visible area of the house to be reviewed and revised as often as needed.

==> Preventing Meltdowns and Tantrums in Asperger's and HFA Children

Regardless of the developmental stage of the AS or HFA youngster, some basic principles can help guide the process of developing an effective family contract: 
  • An effective family contract does not instill a loss of trust, shame, negative guilt, or a sense of abandonment; rather, it instills a sense of greater trust between the youngster and the parents.
  • The purpose of the contract is to help the child internalize rules, organize himself, and acquire appropriate behavior patterns.
  • The temperaments of the youngster and the parent require flexibility. Kids with “special needs” and developmental delays need additional accommodations.

Kids raised without reasonable limits will have difficulty adjusting socially out in the real world. In a family contract, rules are established so that the AS or HFA child can learn to live cooperatively with other people in the family. This is a crucial skill for kids on the autism spectrum because (a) they already have social skills deficits by virtue of the disorder, and (b) we are all social creatures by nature, and therefore must learn to get along (e.g., at home, school, work, and the community at large).

Here are a few tips that will help promote an effective family contract:
  1. Just concentrate on two or three rules at first.
  2. Allow for your youngster’s temperament and individuality.
  3. Apply consequences as soon as possible.
  4. In general, it is more effective to anticipate and prevent undesirable behavior than to punish it. Thus, when possible, deal with the difficult behavior in advance - or away from - the actual misbehavior, not in the heat of the moment. An “away-from-the-moment” discussion can help prevent undesirable behavior by giving you the opportunity to teach your youngster the desirable behavior in advance. 
  5. Apply rules consistently.
  6. Avoid nagging and making threats without consequences.
  7. Do not enter into arguments with your youngster during the correction process.
  8. Ensure that your youngster knows the correction is directed against the behavior and not him or her as a person. 
  9. Always guard against humiliating your youngster during the corrective process. 
  10. Model forgiveness and avoid bringing up past mistakes.
  11. Ignore unimportant and irrelevant behavior (e.g., swinging legs while sitting at the dinner table).
  12. Know and accept age-appropriate behavior (e.g., spilling a glass of milk is not willful defiance for a 4-year-old, whereas refusing to wear a bicycle helmet after repeated warnings is willful defiance in a 6-year-old).
  13. Make the consequences brief (e.g., time-outs should last one minute per year of the youngster’s age, to a maximum of five minutes).
  14. Mean what you say – but say it without yelling at your youngster. 
  15. Be sure to prioritize. Safety always comes first, correcting behavior that harms people and property comes second, and unwanted behaviors (e.g., whining, tantrums, interrupting etc.) comes third. 
  16. Reinforce desirable behavior (e.g., praise positive behavior and “catch” your child being good).
  17. Make consequences realistic (e.g., grounding for two weeks may not be feasible).

 ==> Preventing Meltdowns and Tantrums in Asperger's and HFA Children

How do you know whether or not you have an effective family contract in place? It’s effective if you are accomplishing most of the following:
  • your child can tolerate discomfort when necessary
  • discipline is applied with mutual respect in a firm, fair, reasonable and consistent way
  • your child is assertive without being aggressive or hostile
  • it fosters the development of your youngster’s own self-discipline
  • your youngster always knows that you love and support him or her
  • it helps the youngster to develop a healthy conscience and an internal sense of responsibility and control
  • it helps your youngster fit into the real world happily and effectively
  • it teaches and guides the child, and doesn’t just force him or her to obey
  • your child is considerate of the needs of others
  • it protects the youngster from danger
  • your child is able to postpone pleasure
  • he or she is able to respect your authority - and also the rights of others

The bottom line is this: Social skills deficits are what give children on the autism spectrum the most problems in life. This is why it’s so terribly important for them to get acquainted with social order as soon as possible. And the best way to accomplish this goal is through the ongoing use of a formal family contract. In this way, when the child begins school life and encounters the list of “school rules” to abide by, the idea of following established rules - and receiving consequences for violating those rules - will not be a foreign concept to the child.

==> Methods for dealing with meltdowns, shutdowns, and tantrums in these "special needs" young people can be found here...

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==> More parenting advice for behavioral problems in kids on the spectrum can be found here...


Resources for parents of children and teens on the autism spectrum:
 

==> Videos for Parents of Children and Teens with ASD
 
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==> More information on how your child with ASD thinks and processes the world...

More resources for parents of children and teens with High-Functioning Autism and Asperger's:

==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's

==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism

==> Launching Adult Children with Asperger's and High-Functioning Autism: Guide for Parents Who Want to Promote Self-Reliance

==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism

==> Parenting Children and Teens with High-Functioning Autism: Comprehensive Handbook

==> Unraveling The Mystery Behind Asperger's and High-Functioning Autism: Audio Book

==> Parenting System that Reduces Problematic Behavior in Children with Asperger's and High-Functioning Autism
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Help for the Easily Agitated Child on the Autism Spectrum: Tips for Parents

“My son with high functioning autism will get so upset and frustrated to the point of meltdown. He becomes very aggressive and there is no calming him down or discussing things with him once he has crossed this line. And to make matters worse, there is no rhyme or reason to his explosions. What upsets him to no end one day doesn’t seem to bother him on another day. This makes it very hard to predict what’s coming. Help!”

Due to the associated symptoms, kids with High-Functioning Autism (HFA) and Asperger’s (AS) are more likely to become agitated than “typical” kids. There are numerous issues related to the disorder that may contribute to your son’s distress, for example:
  • Difficulty handling changes to the daily routine
  • Fatigue
  • Impaired communicating skills
  • Strong reliance on fixed routines
  • Over-sensitivity to stimuli through the five senses 
  • Stress in the environment
  • Tendency to be clumsy
  • Difficulty identifying, understanding, and describing his emotions
  • Tendency to misinterpret or misunderstand gestures and facial expressions
  • Trouble interacting with others  
  • Underlying behavioral, developmental, or health conditions (e.g., ADHD)



Also, your son may be more likely to become agitated if you react too strongly to his behavior or give in to his demands.

All kids get frustrated and act-out from time to time, and there is no reason why young people on the autism spectrum should refrain from this stage of development. But how do you know whether or not an agitated child's behavior is "normal"? When the behavior escalates to the point of violence, is it still just simple agitation, or are there deeper issues that need to be looked at?

==> Teaching Social Skills and Emotion Management

Agitation and resultant “problematic behavior” (i.e., the child’s way of coping with distress) are very common problems in HFA and AS. The child may appear to go into a state of rage or anxiety for no apparent reason (e.g., screaming, crying, resisting contact with others, pushing others away, etc.).

Parents often have great difficulty calming their HFA or AS child once he or she has reached the boiling point. The youngster may seem inconsolable, and the episode can last a long time – and can even involve of more aggressive behaviors (e.g., hitting, biting, pinching, etc.). Also, the “emotional release” that typically accompanies the end of “throwing a fit” for non-autistic kids rarely occurs in the HFA or AS child. Similar episodes of anxiety and anger may be seen all through childhood, adolescence – and even into adulthood.

Paying attention to the things that trigger your son’s frustration can help you act before his emotions escalate beyond the point where he can control them. Identifying the cause of the behavior is very important. There is ALWAYS some “yet-to-be-unidentified” trigger that brings on difficult behavior.

As with such behavior in all young people, there are a number of possible causes. There may be underlying reasons (e.g., feeling upset, anxious or angry), and immediate triggers (e.g., being told to do something). But with kids on the autism spectrum, problematic behavior is usually directed by frustration and agitation.

Disruption of Routine and Structure—

As with most children on the autism spectrum, your son most likely relies heavily on ritualistic behaviors and structure. Structure is a method that helps him to define the world in terms of set rules and explanations, which in turn helps him function. Most kids on the spectrum find their own methods of imposing structure and maintaining consistency. They need this structure because the world is confusing to them; the world is complex and almost impossible to understand. The information your son receives through his senses is no doubt overwhelming and hard to bring together into a strong whole. Also, if he has a learning disability, it makes it especially hard to apply cognitive skills to all these areas at once.

When some form of structure or routine is disrupted, the world becomes confusing and overwhelming again (e.g., feeling homesick, losing a comforting toy when feeling alone, starting a new school year, etc.). This disruption of structure may be obvious to you (e.g., having a collection of objects disturbed, being made to go a different way to school, getting up at an unusual hour), or it may be hidden (e.g., subtle changes in the environment which the youngster is used to). Some of these triggers may be out of the control of your son, and some may be avoidable.

Problems with Communication—

Most children on the autism spectrum have difficulty understanding others and communicating with them. Thus, frustration, anger and anxiety often build-up. Also, their problematic behaviors often directly serve as a form of communication (i.e., they may act-out because a particular need is not being met, but they don’t know how to use their words to get what they need). Natural tantrums (e.g., in response to changes in routine, or requests to do something the child does not want to do) may well become usual over-reactions in the eyes of parents.

When to Seek Help from a Professional—

HFA and AS children who continue to act-out their frustration in destructive ways after the age of 4 usually need outside help learning to deal with their negative emotions. Problematic behaviors that continue (or start) during the school years may be a sign of other issues (e.g., learning difficulties, social skills deficits, etc.).

==> Teaching Social Skills and Emotion Management

Talk with a health professional if difficult behavior frequently lasts longer than 15 minutes, occurs more than 3 times a day, or is more aggressive. This may indicate that your son has an underlying medical, emotional, or social problem that needs attention. These are not considered normal child tantrums. Problematic behaviors can include biting, hair pulling, head-banging or inflicting self-injury, hitting, kicking, pinching, scratching, throwing or breaking things, etc.

It's especially important to seek outside assistance if:
  • Your son’s outbursts occur more than 3 times a day
  • They frequently last longer than 15 minutes
  • He hurts himself, other people, or objects when he is agitated
  • His behavior does not improve after 4 years of age
  • You have serious concerns about his destructive behavior
  • You have problems handling his behavior
  • You have concerns that you might accidently hurt your son when trying to hold him back or calm him down
  • You need help with learning to cope with your own feelings during his outbursts

This is where support is needed both in the form of direct interventions related to the behaviors, and in advising and helping you manage episodes in ways that can be applied at home. These difficulties can be improved slowly through education and other interventions.

In the meantime, you can help by making an effort to manage the environment so that your son is more comfortable (e.g., providing structure, avoiding distracting information when engaging in tasks, allowing personal space where necessary, etc.). When your son acts-out, this is his way of trying to communicate his needs. Therefore, the cause of the behavior (i.e., an unmet need) must first be identified before teaching and developing other means of communicating.

Think like this: “My child is behaving badly. So, he is trying to tell me something through his behavior, because he hasn’t learned to use his words yet. What might he need in this moment? How can we use this episode as a learning opportunity? And how can I help my child find the words to describe what’s going on as an alternative to acting-out his feelings?”


==> Crucial information on how to help your child deal with frustration...



More resources for parents of children and teens with High-Functioning Autism and Asperger's:

==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's

==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism

==> Launching Adult Children with Asperger's and High-Functioning Autism: Guide for Parents Who Want to Promote Self-Reliance

==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism

==> Parenting Children and Teens with High-Functioning Autism: Comprehensive Handbook

==> Unraveling The Mystery Behind Asperger's and High-Functioning Autism: Audio Book


==> Parenting System that Reduces Problematic Behavior in Children with Asperger's and High-Functioning Autism
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Why Asperger's and HFA is Largely a Disorder of Social Skills




==> Strategies for teaching social skills to children on the autism spectrum...


More resources for parents of children and teens with High-Functioning Autism and Asperger's:

==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's

==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism

==> Launching Adult Children with Asperger's and High-Functioning Autism: Guide for Parents Who Want to Promote Self-Reliance

==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism

==> Parenting Children and Teens with High-Functioning Autism: Comprehensive Handbook

==> Unraveling The Mystery Behind Asperger's and High-Functioning Autism: Audio Book

==> Parenting System that Reduces Problematic Behavior in Children with Asperger's and High-Functioning Autism
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==> More strategies for dealing with anger in kids on the spectrum...


More resources for parents of children and teens with High-Functioning Autism and Asperger's:

==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's

==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism

==> Launching Adult Children with Asperger's and High-Functioning Autism: Guide for Parents Who Want to Promote Self-Reliance

==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism

==> Parenting Children and Teens with High-Functioning Autism: Comprehensive Handbook

==> Unraveling The Mystery Behind Asperger's and High-Functioning Autism: Audio Book

==> Parenting System that Reduces Problematic Behavior in Children with Asperger's and High-Functioning Autism
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Video Blog for Parents of Children and Teens on the High-Functioning End of the Autism Spectrum


Here's our sister site that provides education and support for parents of children and teens with the specific diagnosis of High-Functioning Autism (Level 1 Autism Spectrum Disorder).

==> MyHighFunctioningChild.com
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Obsessive-Compulsive Behaviors and Anxiety in Kids on the Autism Spectrum



==> More information on anxiety in kids on the autism spectrum can be found here...



More resources for parents of children and teens with High-Functioning Autism and Asperger's:

==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's

==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism

==> Launching Adult Children with Asperger's and High-Functioning Autism: Guide for Parents Who Want to Promote Self-Reliance

==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism

==> Parenting Children and Teens with High-Functioning Autism: Comprehensive Handbook

==> Unraveling The Mystery Behind Asperger's and High-Functioning Autism: Audio Book


==> Parenting System that Reduces Problematic Behavior in Children with Asperger's and High-Functioning Autism
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