an investigation of the relationship between set-shifting and school function in children with autism spectrum disorder, tehran, iran (2017 - 2018)

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.