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e present study aims to examine the problem of executive function in children with autism spectrum disorders (ASD) who do not have an intellectual disability in comparison with typically developing children. Participants were 20 children with ASD (ten second-graders, ten third-graders) but without intellectual disability and 20 typically developing children. e conducted executive function tasks were two inhibition tasks and two planning tasks. e results showed that in one inhibition task and both planning tasks, scores of children with ASD were signi cantly lower. Moreover, in one planning task, the third-grade results were signi cantly higher. From these results we are able to determine that children with ASD is presented with di culties and possible strategies for overcoming those di culties–in terms of inhibition and planning. We are also able to show how it compares with typically developing children of the same age even if there is no intellectual disability among the children with ASD. Additionally, the possibility that this situation develops in accordance with age is suggested.

Characteristics of Executive Function in Children With Autism Spectrum Disorders Compared With Typically Developing Children