Parent and Teacher Perspectives on the Role of Executive Functioning (EF) in School Success for Adolescents With Autism Spectrum Disorder (ASD)

Executive functioning (EF) is an important predictor of school success (Mann et al., 2017) and is often impacted in in adolescents with autism spectrum disorder (ASD) (Merchan-Narango et al., 2015). EF skills tend to be more variable in individuals with ASD, with strengths and weaknesses in various areas of EF (Brady et al., 2015). As parents and teachers are often the facilitators of school participation, it is important to understand their perspectives of what aspects of EF are essential for the successful participation of students with ASD in school activities. The purpose of this study was to explore perceptions of teachers and parents as to the impact of EF, including areas of strength and areas that need additional support, on participation of students with ASD in school related activities. By examining the perceptions of those who support students, therapists can work with parents and teachers to identify strengths and evaluate potential barriers to generate interventions designed to help parents and teachers support students to increase participation and success in school activities.

The study uses a mixed method design via a survey. Survey questions were designed following a thorough literature review and cognitive interviewing was used to ensure questions were interpreted as intended. Participants included parents of a child diagnosed with ASD and teachers who worked with at least on student with ASD. The child needed to be between 12 and 18 years of age. Diagnosis was based on parent/teacher report. Recruitment occurred via electronic methods, namely social media and email. Participants who showed interest in completing the survey, followed a provided link. After providing informed consent, participants completed a demographic form and then initiated the survey. Participants responded to questions using a five point Likert scale to indicate how much they agreed or disagreed with the statement. A text box was also provided so participants could provide additional comments on the question. Open ended questions were also used to gather additional information via text box.

Data was collected concurrently and an embedded approach to analysis was utilized. Results for quantitative questions were analyzed via frequency counts. Results for open ended questions were analyzed via qualitative content analysis to supplement the quantitative survey answers. Results of parents and teachers were analyzed separately and then analyzed and compared as a whole. Data was triangulated with three independent reviewers. A total of 25 participants completed the survey. Results revealed three main themes: motivation, communication, and supports. Parents and teacher perceived the ability to focus, adapt and reflect on performance, and independently complete tasks as barriers to success in school activities. Generally, teachers tended to report fewer barriers and more independent participation than what parents reported. Strengths identified by both parents and teachers included students’ ability to seek relevant information from the Internet and self-correction when reading aloud.

This study provides initial information on parents and teachers perceptions of the role of EF in participation of school activities. The results provide further evidence that EF difficulties do impact participation and performance in school tasks. The results also indicate that parents and teachers have different perceptions of success in many school activities, suggesting that the environment may impact the role of EF on successful participation. This exploratory study provides an initial foundation to explore the role of the parent and teacher in providing support to adolescents with ASD in the area of EF to increase participation and success in academic tasks.

References

Brady, D. I., Saklofske, D. H., Schwean, V. L., Montgomery, J. M., Thorne, K. J. & McCrimmon, A. W. (2015). Executive functions in young adults with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities. 32(1), 31–43. doi. 10.1177/1088357615609306

Mann, T. D., Hund, A. M., Hesson-McInnis, M. S. , & Roman, Z. J. (2017). Pathways to school readiness: executive functioning predicts academic and social-emotional aspects of schoo readiness. Mind, Brain, and Education. 11(1), 21–31. doi: 10.1111/mbe.12134

Marchan-Naranjo, J., Boada, L., del Rey-Mejias, A., Mayoral, M., Llorente, C., Arango, C., & Parellada, M. (2016). Executive function is affecting in autism spectrum disorder, but does not correlate with intelligence. Revist de Psiquiatria y Salud Mental. 9(1), 39–50. doi: 10.1016/jrpsm.2015.10.005.