Comparing planning in high functioning children with autism and normal ones (6 to 12 years)

The present study examines planning ability as one of the most important executive functions in learning daily tasks as well as behavioral and motion reactions. This executive ability, as a cognitive skill, requires continuous exhibition, assessment, and correction.
In the current cross-sectional study, 30 children aged between 6-12 were selected and then randomly divided into two groups. The means of age in autism and normal groups were 7.86 (1.38) and 8 (1.68), respectively. Cambridge Neuropsychological Test Automated Battery and Wechsler Intelligence Scale for Children were used to collect data. Data was then analyzed using t-test.
High functioning children with autism showed significant differences in planning in comparison with that in normal children particularly in initial thinking time, time, and the number of motions for solving problems.
The results of the present study showed that high functioning children with autism have poor capability in planning, and this is besides other reports on poor ability of these children in other executive functions.