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

Abstract

Background: 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. Objectives: Accordingly, this study aimed to examine the relationship between set-shifting and school function in children with autism spectrum disorder. Methods: 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. Results: 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). Conclusions: Set-shifting is associated with the school function of children with autism spectrum disorders. Furthermore, set-shifting can predict the school function and autistic children with problems in set-shifting are expected to have a weak school function.