Abstract

We set out herein to understand executive functioning for learners with autism. We focus on learners with high functioning autism (HFA) and explore a common goal for an Autistic Spectrum Disordered (ASD) population is to increase independence, thus enabling access to experiences and opportunities similar to neuro-typical individuals.  We suggest in a somewhat counterintuitive manner, educators may be preventing this development by being overly supportive.  This can inhibit ASD learners by denying tools and opportunities to enable themselves. Executive functioning (EF) skills can be taken for granted by neuro-typical learners but are essential skills that need to be explicitly taught to those on the autism spectrum.  Herein we support educators and understand the deficits that learners with high functioning ASD experience with EF skills and encourage all to set goals and design programming for students.

Keywords

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