REHABILITATION OF EXECUTIVE FUNCTIONING IN AN AUTISTIC CHILD: A CASE STUDY

Background: Executive functions disorders in autistic persons have been re ported in a number of studies. The most pronounced symptom is an inability to shift the course of action, which leads to a re luctance to allow any changes in the environment. Yet it is possible to teach an autistic person to perform actions in accordance with learned schemata, at least at the elementary level. Material/Methods: The rehabilitation of a patient treated in our clinics is presented in the paper, against the background of a complex project including the examination and therapy of 25 children. The therapeutic procedure was aimed at developing the skills important for executive functioning. Results: An approach consisting of three stages of therapy was applied: creating, realizing, and controlling an action schema. In consequence, considerable modification of the boy's behavior was attained, which resulted in better social functioning. He also began cooperating with others, though in a limited range. His drawings suggest improved reasoning abilities. Conclusions: The approach presented in this paper shows that it is possible to modify the behavior of an autistic child, and to develop the skills that are important for self-control and for executive functions in general. The development of executive functions results in better ability to interact with significant others, despite the fact that the child's behavior remains rigid and ritualized.