Jagruth Lingala Khan et al./ Elixir Nursing Sciences 150 (2021) 55183-55190 55183 Introduction Executive functions are higher order functions on the top level in the cognitive hierarchy, which implies the presence of basic intellectual functions in respect to which they are superior. Executive functions thus play the role of controller and modulator of cognitive functions. It is believed that the position of executive functions, i.e. the frontal lobe, (Freeman, 2000) is responsible for the overall ability of representation of the outer world and executive functions are responsible for acquisition of all knowledge (Ranganath et al., 2003). The associative areas of the frontal lobe, strongly connected with multiple cortical and subcortical structures, subtend the highest executive functions (Stuss & Alexander, 2007). These appear to be crucial both for the overall repertoire of finalized behaviors and for the cognitive productivity, especially for tasks requiring higher attention, memory and problem solving (MacPherson et al., 2017). Moreover, these are crucial functions in the regulation of cognitive processes of "lower level" as well as in the modulation of the finalized behavior and in the processes of adaptation to the environment (Alvarez & Emory, 2006). Executive functions Executive functions perform complex skills known as planning, behavior modulating and monitoring, behavioral and cognitive flexibility and the functions that allow to voluntarily responding adaptively to complex or non-habitual conditions in which the automated response schemes are not appropriate or sufficient to achieve the goal. Research also revealed that when the task is familiar or simple, "automatic" action schemes may be sufficient and when the task requires choices, complex analyses, "automatic responses" are not sufficient but more "controlled" behavior requiring higher "attention" become necessary (Jurado & Rosselli, 2007). The executive functions are fundamental cognitive skills for achieving good performance in life, as well as in the school and social environment, allowing people to face new and complex situations (Lezak, 2004). At the age of 5 years the three key components of executive functions have already been partially developed, these being working memory, inhibition, and cognitive flexibility (Matthew et al., 2006). Working memory involves the monitoring, manipulation, and updating of information; while inhibition refers to the ability to deliberately and precisely inhibit the production of automatic responses when the situation requires it; while cognitive flexibility allows for switching effectively between different mental operations (Miyake et al., 2000, Sastre- Rivas, 2009). As one component of executive functions, inhibition can be understood as a set of functions related to the control of attention and suppression of reflexes or undesirable behaviors (Diamond, 2013) involving response inhibition and interference control (Friedman & Miyake, 2004). Friedman and Miyake (2004) also found that the two types of interference control differentially predicted performance on executive function tasks thought to rely on inhibition, offering further support of the distinction between resistance to proactive and distractor interference. An early empirical investigation revealed a complex pattern of both intact and impaired mnemonic abilities (Boucher & Warrington, 1976; Hermelin & O’Connor, 1967). A research attempted to make a distinction between learning and intelligence by including both a group with learning difficulty and normal IQ and a group with learning difficulty and low IQ. In results, there were no differences found between the two groups on executive function measures, but both Tele: E-mail address: sridevirehab.psy@gmail.com © 2021 Elixir All rights reserved ARTICLE INFO Article history: Received: 6 January 2021; Received in revised form: 13 January 2021; Accepted: 23 January 2021; Keywords Autism Spectrum Disorder (ASD), Children, Sensory Processing Issues. Executive Functions in Children with Autism: An Overview Jagruth Lingala 1 , B.V. Ram Kumar 2 , Srivani Godishala 3 , Debashis Rout 4 and Sridevi Godishala 5 1 Manipal University, Jaipur, India. 2 CP University. 3 ABHAYA School, Hyderabad, India. 4,5 CRC, Rajnandgaon, Chhattisgarh, India. ABSTRACT Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by persistent difficulties in social communication and interaction and restrictive, repetitive, and stereotyped patterns of behavior, activities, and interests. Children with autism also experience sensory processing issues and it is a part of diagnostic criteria for Autism. The executive functions are fundamental cognitive skills for achieving good performance in life, as well as in the school and social environment, allowing people to face new and complex situations and the major components of executive functions are working memory, inhibition, and cognitive flexibility. Executive functions in an early age evaluating a group of ASD preschool children and confirmed the presence of a significant deficit in some aspects of executive functions in subjects with ASD. The research indicated that children with ASD are often reported problem in executive function in order to have poor working memory capacity, difficulties in switching attention between tasks, and inhibition response problems, which can seriously affect their school performance and everyday functioning. An attempt has been made to review on executive functions in children with autism. © 2021 Elixir All rights reserved. Elixir Nursing Sciences 150 (2021) 55183-55190 Nursing Sciences Available online at www.elixirpublishers.com (Elixir International Journal)