Integrated Interventions for Executive Function Deficits in Children with Autism Spectrum Disorder: From Cognitive Training to Neuroregulation

Abstract

Autism Spectrum Disorder (ASD) is classified as a neurodevelopmental disorder primarily characterized by difficulties in social interaction, restricted interests, and repetitive behaviors. Advances in neuropsychological research have highlighted the crucial role of executive function (EF) deficits in children with ASD and their impact on the core symptoms of the disorder. EF encompasses higher-order cognitive processes, including working memory, cognitive flexibility, and inhibitory control. Given that EF deficits represent a significant cognitive impairment in this population, the variability in clinical intervention outcomes underscores the need for targeted strategies informed by underlying neural mechanisms. This narrative review explores the current research landscape on EF deficits in children with ASD. It synthesizes empirical findings related to cognitive and motor training, neuromodulation techniques, and collaborative interventions involving families and schools. The aim is to provide theoretical and practical guidance for enhancing EF and improving the quality of life of children with ASD.