Executive Functions that Distinguish Students with Autism Spectrum Disorder, Mild Intellectual Disability and Learning Disabilities

Abstract

This study aims to identify the level of executive functions that distinguish students with autism spectrum disorder, mild mental disabilities, and learning difficulties, and whether it differs according to the type of disability. The study employed a comparative descriptive methodology where a total of (300) students were equally represented in the three groups listed and conveniently selected from private schools and special education centers in Amman (age range = 11-17). The researchers then applied the Executive Function Rating Scale (BRIEF,2). The study indicated that the level of executive functions was moderate among all participants and that there were no differences in executive functions among them on the full scale. Differences were found, however, in aspects of self-monitoring, intensive task accomplishment, and organization among students with autism spectrum disorders and students with mild intellectual disabilities in favor of the latter. The study recommends providing teachers with diverse training strategies to enhance the levels of executive functions among students with different types of disabilities for its benefits in improving their varied capabilities.

Keywords

• Executive functions
• Autism spectrum disorder
• Learning disability
• Simple mental disability
• Dimensions of executive functions