Understanding Executive Functioning in Autism

Have you ever wondered why planning a simple task can sometimes feel like an insurmountable challenge? Or why adapting to a sudden change in plans can be incredibly unsettling? For many autistic people, these experiences are linked to differences in executive functioning. These essential mental skills help us plan, organise, and complete tasks, and they can operate uniquely in autistic brains.

What are Executive Functions?

Imagine your brain has a control centre, like the conductor of an orchestra. Executive functions are the set of mental skills managed by this control centre that help you get things done. They are the "managers" that help you plan, focus, remember instructions, and juggle multiple tasks successfully. They include:

• Planning and Organisation

  The ability to think ahead, set goals, make decisions, and arrange tasks and materials in a logical order to achieve those goals.

• Working Memory

  Holding information in your mind while you use it, like remembering a phone number just long enough to dial it.

• Initiation

  The ability to start a task or activity, even if you don't yet know exactly what needs to be done.

• Inhibition

  The ability to control impulses or resist the urge to do or say something inappropriate.

• Flexibility of Thought

  Being able to adjust to new situations, changing plans, or shift from one task to another.

How Executive Functions Can Differ in Autism

Do all autistic people experience executive functions in the same way? No, actually, executive functioning can present differently in autistic people compared to neurotypical people, and the profile of strengths and challenges is often "spiky", meaning some areas might be very strong while others are more challenging.

While some autistic people may excel in areas like detailed planning or logical organisation, they might find initiating tasks or shifting between activities more difficult. For example, an autistic person might be brilliant at creating an intricate, step-by-step plan for a project (planning strength), but then struggle immensely to actually begin the first step (initiation challenge). Or they might remember vast amounts of factual information (memory strength) but find it hard to adapt if a planned routine changes unexpectedly (flexibility challenge). This is not a deficit in their overall ability, but a difference in how their brain processes and manages tasks.

Practical Impact on Daily Life, Education, and Work

How do these differences actually show up in everyday life? Executive function differences can have a tangible impact across various areas, making daily tasks, educational pursuits, and work environments more challenging without appropriate support.

In daily life, autistic people might have difficulties like:

• Trouble Starting Tasks

  An autistic person might know they need to tidy their room or do the washing, but struggle to actually begin the process, even if they want to. This is known as initiation difficulty.

• Managing Time

  It can be hard to estimate how long a task will take, leading to difficulties with punctuality or meeting deadlines. An autistic person might spend hours on a special interest, losing track of time entirely.

• Organising Belongings

  Keeping personal spaces tidy or organising paperwork can be a struggle due to challenges with planning and categorisation.

Or in educational settings:

• Following Multi-step Instructions

  A teacher giving several instructions at once (e.g. "Take out your book, open to page 20, and start reading the first paragraph") can be overwhelming if working memory is challenged. Breaking tasks into smaller steps can help here.

• Completing Assignments and Meeting Deadlines

  Planning large projects, managing study time, and submitting work by deadlines can be very difficult without strong organisational and time management skills.

• Adapting to Unexpected Changes

  Sudden changes in the school timetable, a substitute teacher, or an unannounced assembly can cause significant distress due to difficulties with cognitive flexibility.

Or in the workplace:

• Prioritising Tasks

  Deciding which task to do first when faced with a long to-do list can be paralysing.

• Adapting to New Procedures

  A new computer system or a change in work protocol can be highly stressful and difficult to implement quickly.

• Thinking 'Outside the Box'

  While many autistic people are highly creative, some may prefer established methods and find it challenging to brainstorm unconventional solutions, which can be perceived as a lack of flexibility.

Strategies to Support Executive Functioning

What practical steps can be taken to support these differences? Both autistic people and those who support them can implement various strategies to strengthen executive functioning skills and navigate daily challenges more effectively.

Self-support strategies for autistic people

Autistic people can do a number of things to help themselves - for example:

• Checklists

  Create visual or written checklists for daily routines or multi-step tasks. Ticking off each item provides a sense of accomplishment and clarity. For example, a morning routine checklist could include: "Get dressed", "Eat breakfast", "Brush teeth", "Pack bag".

• Visual Timers

  Use sand timers, digital countdown timers, or visual timer apps to help manage time and understand how long an activity will last. This makes time a more concrete concept.

• Apps and Technology

  Utilise digital calendars, reminder apps, task management apps, or even digital assistants (like Alexa or Siri) to help with scheduling, reminders, and breaking down tasks.

• Breaks and Sensory Regulation

  Incorporate regular movement breaks or sensory regulation activities (like using fidget toys or listening to calming music) to help reset focus and manage overwhelm.

• Structured Environment

  Create a predictable and organised physical space at home, school, or work to reduce cognitive load and visual distractions.

Strategies for Parents, Carers, Educators, and Employers

There are also lots of ways in which we can help autistic people function more efficiently and with less anxiety - for example:

• Break Down Instructions

  Deliver instructions one step at a time, or break complex tasks into smaller, more manageable segments. For example, instead of "Write an essay", try "First, brainstorm ideas. Second, create an outline. Third, write the introduction".

• Provide Clear Structures and Routines

  Establish predictable daily or weekly routines and communicate them clearly, preferably with visual aids. Provide advance notice of any changes.

• Use Visual Supports Extensively

  Incorporate visual timetables, schedules, social stories, and diagrams to explain expectations, changes, and sequences of events.

• Offer Choices (when appropriate)

  Give limited choices to provide a sense of control without causing overwhelm. For example, "Do you want to do maths first or English first?"

• Patient and Non-Judgmental Support

  Understand that executive function differences are not a matter of willingness or intelligence. Offer support with patience and without judgment, celebrating effort and progress.

• Externalise Information

  Help autistic people by externalising information that might otherwise be held in working memory. This means writing things down, using whiteboards, or creating visual prompts that are always visible.

By understanding these unique profiles and using these specific strategies, we can empower autistic people to navigate daily challenges, build confidence, and achieve their full potential in all areas of life.