Resource to strengthen executive functions (planning and cognitive flexibility) in students with ASD

Abstract

 According to the World Health Organization, Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder of neurobiological origin, which begins in childhood, characterized by a difficulty in initiating and maintaining social interaction and communication, which makes it a broad and complex disorder. The methodology is governed by the interpretive paradigm, with a qualitative approach and action research design. The techniques applied in the work were direct observation (Varied Combinations test) and Paths test stand out. These tests were applied to six students from IED the Simón Bolívar neighborhood. These techniques were able to determine that most children with ASD have difficulties in planning, specifically in the ability to identify and organize the necessary steps to accomplish a specific task and in cognitive flexibility, likewise, they find it difficult to adapt quickly to changes or developments. According to Condori Colque (2023), children with ASD have greater difficulty in activities that are focused on cognitive flexibility, given that their strengths are more inclined to tasks that cover working memory and graphic or visual skills. However, the level of development in each activity is subject proportionally to the severity of the degree of ASD, since a high severity has an impact on a lower development of executive functions. This is how the use of the teaching cards as a resource is determined, giving the answer that the students presented a better reaction to novel situations and flexibility when changing their action plan.