INTERVENTIONS TO IMPROVE THE DEVELOPMENT OF EXECUTIVE FUNCTIONS IN CHILDREN WITH AUTISM SPECTRUM DISORDER (ASD)
DOI:
https://doi.org/10.56238/arev7n8-095Keywords:
Neurodevelopmental Disorder, Behavior Analysis, Autism, Mental Health, Child DevelopmentAbstract
Autism Spectrum Disorder (ASD) constitutes a neurodevelopmental disorder that compromises the functioning of brain circuits responsible for complex cognitive and behavioral processes. Among the most recurrent impairments, a dysfunction of Executive Functions (EF) is observed, especially concerning cognitive flexibility, inhibitory control, planning, and organization. Considering the relevance of these abilities for individual adaptation and autonomy, this research had as its main objective to investigate strategies and interventions aimed at enhancing executive functions in children diagnosed with ASD. Based on a scoping review methodology, a systematic mapping of the literature was carried out using the Google Scholar, PubMed, Virtual Health Library (VHL), and SciELO databases, as well as reference works in the field. The selected studies indicated significant advances in interventions that promote the development of executive functions in autistic children, demonstrating positive effects, especially on cognitive flexibility, inhibition of automatic responses, and working memory. Regarding the most commonly used assessment instruments in the research, the Behavior Rating Inventory of Executive Function (BRIEF), the Wisconsin Card Sorting Test (WCST), and the Go/No-Go task stood out, all widely recognized for their sensitivity in measuring executive aspects. The findings also revealed that the main challenges faced by children with ASD, resulting from executive dysfunctions, include persistent deficits in communication and social interaction, repetitive behavior patterns, and cognitive inflexibility. Thus, it is concluded that, although studies on the topic are still in a consolidation phase, they point to a promising field. There is an urgent demand for investigations that deepen the understanding of the effectiveness of different interventional approaches, contributing to the formulation of evidence-based practices that favor the integral development of children with ASD.
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