Autism spectrum disorders (ASDs) undermine cognitive, social, emotional, and occupational capabilities. The Centers for Disease Control and Prevention (CDC) indicates that 1 out of every 59 children in the United States has an autism spectrum disorder (ASD). Children with ASD commonly experience problems with executive function (EF). Occupational therapy (OT) is frequently prescribed to improve occupational performance in children with ASD. Smooth EF incorporates theory of mind (TOM), the ability to understand our own thoughts and beliefs and consider that others may not think the same way. Theory of mind relates to EF since it helps in social settings by limiting conflicting behaviors during interpersonal interactions. Also, through a discussion of applied behavior analysis (ABA) and DIR/Floortime models, occupational therapists (OTs) can assimilate cognitive-behavioral techniques, play-based approaches, and client-centered adaptations. The proposed program will review current literature and outline evidence-based interventions to inform OTs when working with children who have ASD and EF deficits. Implications for OT practice will be discussed. The development of a two-part manuscript will serve as the implementation piece of the capstone project.
