Executive Functions Profile in Children with Autism Spectrum Disorder, Attention Deficit/ Hyperactivity Disorder, Learning Disability, and Children with Typical Development

Narges Adibsereshki; Samaneh Zarei; Marjan Posht Mashhadi; Sina Ahmadi

Koomesh

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https://doi.org/10.69107/koomesh-153549

Executive Functions Profile in Children with Autism Spectrum Disorder, Attention Deficit/ Hyperactivity Disorder, Learning Disability, and Children with Typical Development

Author(s):

Narges Adibsereshki

¹,

Samaneh Zarei^2,*,

Marjan Posht Mashhadi

³,

Sina Ahmadi

⁴

1faculty of Psychology and Education of Exceptional Children, University of Social Welfare and Rehabilitation Sciences

2Teacher in a special school

3Faculty of Psychology, University of Social Welfare and Rehabilitation Sciences

4Social Development & Health Promotion Research Center, Health Institute, Kermanshah University of Medical Sciences, Kermanshah, Iran

Koomesh:Vol. 27, issue 2; e153549

Published online:May 20, 2025

Article type:Research Article

How to Cite:Adibsereshki N, Zarei S, Posht Mashhadi M, Ahmadi S. Executive Functions Profile in Children with Autism Spectrum Disorder, Attention Deficit/ Hyperactivity Disorder, Learning Disability, and Children with Typical Development.koomesh.2025;27(2):e153549.https://doi.org/10.69107/koomesh-153549.

Abstract

Background: The executive functions are cognitive processes that support goal-directed behavior by regulating thoughts and actions through mental control and monitoring actions.
Objectives: This study was conducted to compare executive functions in children with autism spectrum disorder, attention deficit/hyperactivity disorder (ADHD), learning disability (LD) and their peers with typical development (TD).
Methods: This study was cross-sectional. The convenience sampling method was used for the selection of participants. The target population consisted of 98 boys and girls aged 8 to 11 years old with autism spectrum disorder, ADHD, LD, and their TD peers. They were students and were using rehabilitation services. To collect the data, the Tower of London test, Verbal subscale of Binet, and Strop test were used. Analysis was done by using multivariate analysis of variance and the Scheffe follow-up test.
Results: The findings showed that there is a significant difference between the three groups of autism, learning disability, and ADHD, with the TD group (P < 0.01), in executive function. On the other hand, there is a significant difference between the two groups of LD and ADHD with the autism group (P < 0.01). In behavior regulation, there was a significant difference between the ADHD and LD groups (P < 0.01). In cognitive flexibility, working memory, and inhibition, there was no significant difference between the LD and ADHD groups.
Conclusion: The findings indicated that Children with autism, ADHD, and LD have more executive function difficulties than their TD peers. There are differences between autism and ADHD, and also between autism with LD in executive function components. Based on the children’s problems, professionals, clinicians, and teachers can plan, prepare, and apply various interventions and treatment programs.

Keywords

Executive Function

Autism Spectrum Disorder

Attention Deficit Disorder with Hyperactivity

Learning Disabilities

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Author(s):

Narges Adibsereshki:[PubMed][Scholar]
Samaneh Zarei:[PubMed][Scholar]
Marjan Posht Mashhadi:[PubMed][Scholar]
Sina Ahmadi:[PubMed][Scholar]