An Investigation of the Relationship Between Set-Shifting and School Function in Children with Autism Spectrum Disorder, Tehran, Iran (2017 - 2018)

One of the executive functions affected by autism spectrum disorder is set-shifting. Set-shifting leads to adaptive behaviors in different life situations, including school function.

Accordingly, this study aimed to examine the relationship between set-shifting and school function in children with autism spectrum disorder.

In this cross-sectional (descriptive-analytic) study, a total of 52 students aged between 7 and 12 years old with autism spectrum disorder were selected through convenient sampling technique in schools specifically for the autistic children in Tehran, Iran (2017 - 2018). The required data were collected using school function assessment (SFA) and behavior rating inventory of executive function (BRIEF) and were analyzed using the Pearson correlation coefficient and regression analysis.

The results showed that the shifting subscale of BRIEF has a significant reverse relationship with school function (P < 0.5). It should be noted that in BRIEF, the higher score indicates further damage. Also, the results of regression analysis revealed a predictive role for set-shifting in the school function of children with autism spectrum disorder (β = -0.67, P < 0.05).

Set-shifting is associated with the school function of children with autism spectrum disorders. Furthermore, setshifting can predict the school function and autistic children with problems in set-shifting are expected to have a weak school function.