Imagine that you are the executive in charge of a project team. Your job is to think about the overall goals of the project and the goals needed to achieve them. Then, you must work with your team to create a timeline and put your plan into action. Have all your supplies and peop

Imagine that you are the executive in charge of a project team. Your job is to think about the overall goals of the project and the goals needed to achieve them. Then, you must work with your team to create a timeline and put your plan into action. Have all your supplies and people ready when you need them so the process is seamless - meeting deadlines on time and on budget. If something goes wrong (someone gets sick, a delivery is late, you need more than expected, etc.), you'll need to manage the process of troubleshooting and remediation.

To achieve your goals, you will need to:

○ Understand and articulate the larger goal and what is needed to achieve it

○ Forecast and create a timeline for implementing all the steps along the way

○ Manage what is involved in achieving your goal People and Process

○ Anticipate and plan for the unexpected

○ Respond to setbacks and problems calmly and wisely

○ Be flexible in changing processes, people, or schedules to cope with the reality that you just have to expect the unexpected.

It’s incredible when we ask our kids to “collaborate on a school project you’re going to present in three weeks” or “join the other kids and sell these cookies so you can raise enough money for your band trip” , this is what we expect our children to do.

Even more incredible is the fact that most kids - by the time they are in middle school - are able to manage such complex, multifaceted, time-sensitive collaborative projects. They may not be perfect, but they understand what it takes to succeed.

On a simpler level, young children are able to manage the complex process of "cleaning the playroom and preparing dinner." They can approach big-picture goals by thinking about the steps needed to straighten the room, wash and dry their hands, and help set the table—and then put those steps into action.

They have developed (or are developing) skills called "executive functions."

01 Why are executive functions so difficult for people with autism ?

Autism spectrum disorder is characterized by certain individual abilities and deficits. Most (though not all) people with autism:

○ They are good at seeing details clearly, but have difficulty seeing the big picture and understanding which details are most relevant to the big picture.

○ Excellent at following schedules and routines, but has difficulty with the flexibility to change those schedules or routines.

○ Able to understand and follow rules but become upset when rules are broken or bent.

○ May have difficulty staying focused and motivated when engaged in something that is not intrinsically interesting to them.

○It is difficult to switch from one activity to the next.

○ Difficulty communicating needs and wants effectively to others.

○ May not imitate the behavior of others without direct instruction (e.g., less likely to look around, notice others getting ready to go, and do the same thing).

○ Has challenges with “ working memory ” (the ability to conceptualize and manipulate multiple pieces of information and expectations simultaneously).

○ Can handle concrete objects and expectations more easily than abstract concepts.

○Have difficulty with “theory of mind” (understanding what others don’t know, sharing, feeling, or understanding in your own mind).

Looking at this list, you may notice that most of these qualities are in direct conflict with the qualities required for good executive function. If you don't see the big picture, aren't a flexible problem solver, and have poor "people skills," you're unlikely to make a good project manager.You'll also have a hard time planning and executing multiple steps at the same time - especially if those steps are abstract (think about time rather than building the model).

02 The need to build (and address) executive function skills

Some people with autism will never have good executive function skills. However, having said that, it is possible to establish and address the need for this skill - in some cases, managing complex situations effortlessly.

- Building Executive Function Skills

Here are some techniques that can help increase and strengthen executive function:

○ Direct Instruction: Some aspects of executive function can be taught through general instruction and study. For example, thinking skills can be taught by taking the steps required for an outcome; completing certain tasks before others; using a time management tool such as a calendar; completing the same tasks at the same time every day or week, etc. While most people seem to internalize these skills without direct instruction, there are many people—autistic or non-autistic—who could benefit from general time management guidance.

○ Role play: What should you do when faced with a multi-step challenge? By role-playing and talking about these challenges, many people with autism can practice and become better at planning and taking logical actions.

○ Set up practice challenges: At home or in the classroom, you can set up low-stress situations that require executive functioning skills. Ordinary tasks such as washing, drying, folding, and putting away laundry require multi-step planning, time management, and perseverance.

○ Developing social stories for flexibility: What do I do if something unexpected goes wrong while trying to complete a task (eg - I ran out of detergent, someone else is using the dryer, I forgot the laundry basket upstairs, etc.) manage? Social stories, especially when written together, can provide answers to these questions so that anxiety does not interfere with completing tasks.

- Solution

While some executive functioning skills can be built, people with autism may find these skills difficult to master. To this end, there are the following solutions:

○Use apps to manage time. alerts, visual timers and other tools can keep people with autism on track, even if they don't think about time.

○ Use visual reminders and scheduling. What steps are needed to wash clothes in ? Laminated photo-based step-by-step posters in the laundry room keep you on task.

○ Break it down. Instead of "getting ready for school", consider breaking tasks into smaller chunks like "brush your teeth", "get dressed", etc.

○ Try small rewards instead of big sticks. Failure of to complete its task may result in expected or natural consequences: dirty or wet underwear, for example. But when the job is done right, no one notices. Consider offering small, tangible rewards for a job well done and complete.

○Use the friend system. It's hard to stay on track when you're easily distracted or not particularly focused on the task. You'll likely be more successful with a friend - especially one who is dedicated to the process.

○Simplify the process. Yes, you should probably separate before washing and fold after drying - but if you wash everything together and just put the clean undies in the laundry basket, you can eliminate two steps from the process, Still achieve the same goal (clean, dry underwear).