Summary In this episode, Amy Zembriski discusses the critical role of executive function in supporting autistic children, particularly those who are gestalt language processors. Through a detailed case study, she illustrates the challenges faced by a child in social interactions and emphasizes the importance of emotional regulation, co-regulation, and self-advocacy. The conversation highlights the need for explicit support and strategies to help children navigate social situations and develop meaningful connections with their peers. Takeaways Executive function is crucial for supporting autistic students and supporting development of social skillsDiscomfort and co-regulation can, and should be a part of the learning process to help autistic children build their frustration tolerance in meaningful contextsIf your goal is to teach your client self-advocacy skills, developing self-awareness is important Resources & References: Social Media Instagram: @amyz.theslp TikTok: @amyz.theslp Contact information info@speechtherapyconnectionsllc.com Schedule a Parent or Professional Coaching Call https://tidycal.com/amyztheslp Blog https://amyztheslp.com/blog/ References Huang, Z., Wang, F., Xue, L., Zhu, H., & Zou, X. (2024). Relationships between sensory processing and executive functions in children with combined ASD and ADHD compared to typically developing and single disorder groups. Brain Sciences, 14(6), 566. Kenworthy, L., Anthony, L. G., Naiman, D. Q., Cannon, L., Wills, M. C., Luong-Tran, C., Werner, M. A., Alexander, K. C., Strang, J., Bal, E., Sokoloff, J. L., & Wallace, G. L. (2014). Randomized controlled effectiveness trial of executive function intervention for children on the autism spectrum. Journal of Child Psychology and Psychiatry, 55(4), 374–383. Siller, M., Hutman, T., & Sigman, M. (2013). A parent-mediated intervention to increase responsive parental behaviors and child communication in children with ASD: A randomized clinical trial. Journal of Autism and Developmental Disorders, 43(3), 540–555.
