Efficacy of Cognitive Behavioral Intervention in Improving Executive Function of Children with High Functioning Autism Spectrum Disorder: A Meta-analysis

Authors

    Kanwaljit Kaur , Sesadeba Pany , Sankar Prasad Mohanty , Pravat Kumar Sahoo , Saikalyani Rana

Published:

2024-04-30

DOI:

https://doi.org/10.52291/ijse.2024.39.2

How to Cite

Kaur, K., Pany, S., Mohanty, S. P., Sahoo, P. K., & Rana, S. (2024). Efficacy of Cognitive Behavioral Intervention in Improving Executive Function of Children with High Functioning Autism Spectrum Disorder: A Meta-analysis. International Journal of Special Education, 39(1), 11–20. https://doi.org/10.52291/ijse.2024.39.2

Abstract

This meta-analysis examines the efficacy of the cognitive behavioral approach to interventions toward the improvement of executive function for children/adolescents with high-functioning autism spectrum disorder (HF-ASD). This meta-analysis paper has identified ten studies involving 437 participants with high-functioning autism spectrum disorder aged between 5 and 18. All the participants reported IQs were at or above 70. A random effect meta-analysis yielded a moderately significant effect (Hedge g = 0.72) with significant heterogeneity [Q(10) = 228.36, p < .001]. There were considerable variations in the executive function domain, i.e., working memory (hedge g = 1.23) and inhibition (g = 0.47), showing significant treatment effects. On the other hand, cognitive flexibility (g = -0.51) and planning (g = -0.07) show non-significant effects toward cognitive behavioral interventions. The finding suggests that the cognitive behavioral approach to intervention demonstrates efficacy in improving executive function in children or adolescents with high-functioning autism spectrum disorder. All the cognitive behavioral intervention studies were conducted in developed countries, so differences between the approaches between developed and developing countries were inconclusive. Future studies are needed to investigate the effectiveness of cognitive behavioral techniques in intervention for low-functioning autism spectrum disorder children.

Keywords:

Autism Spectrum Disorder, Cognitive Behavioral Approach, Executive Function

Author Biographies

Sesadeba Pany, Assistant Professor

Sesadeba Pany is now at the Department of Education(Assistant Professor), Central University of Punjab, Bathinda(Punjab). India. Pin No.151001,ORCID ID: 0000-0001-6060-0460.Email.Id.sesadeba@cup.edu.in

Sankar Prasad Mohanty, Associate Professor

Sankar Prasad Mohanty, Associate Professor of Education & Head, P.G. Department of Education, Rama Devi Women's University, Vidya Vihar, Bhubaneswar, Odisha, India.  E-mail id: spmohantyedn1@gmail.com   ORCID ID: 0000-0002-4847-7305

Pravat Kumar Sahoo, Assistant Professor

Pravat Kumar Sahoo, Assistant Professor (Teacher Education), Anandapur Anchalik Training College (AATC), Fakirpur, Keonjhar, Odisha, India. E-mail id: 1992pravat@gmail.com, ORCID ID: 0000-0003-3276-2926

Saikalyani Rana, Reserach Scholar

Saikalyani Rana, Research Scholar, Department of Education, Central University of Punjab, Bathinda, India, E-mail id: ranasaikalyani2018@gmail.com 

Issue

IJSE, 38(1), 2024