- Teacher-administered MU.EF-102 proved feasible in special education settings, with teachers attaining at least 85% accuracy in scoring and interpretation.
- Working memory, inhibitory control and cognitive flexibility were predominant EF challenges, notably in children with limited verbal communication and those needing intensive classroom support.
- Experts recommended age and communication-responsive activities such as structured play, rule-change games, memory exercises, emotional reflection and narrative planning; effectiveness requires future evaluation.
Dev Neurorehabil. 2026 Oct 18:1-17. doi: 10.1080/17518423.2026.2750397. Online ahead of print.
ABSTRACT
BACKGROUND/OBJECTIVES: Executive function (EF) related behavioral challenges are frequently observed in preschool children with autism spectrum disorder. However, structured, classroom-based observation of these behaviors by teachers remains difficult, resulting in limited practical assessment and recommendations for classroom-based support. This study aimed to examine the feasibility of teacher-administered EF assessment in special education centers and to formulate preliminary, expert-informed recommendations for autistic children with varying communication abilities.
METHODS: A mixed-methods sequential design was used. A total of 793 children with autism aged 3-6 years were assessed by trained teachers. Multidisciplinary expert consultation was conducted to formulate preliminary recommendations for classroom activities based on age and communication profiles.
RESULTS: Teachers achieved at least 85% accuracy in score conversion and interpretation, supporting the feasibility of its use in a special education classroom. Patterns of EF-related behavioral challenges observed in 793 children aged 3-6 years were integrated with existing evidence and multidisciplinary expert consensus to inform preliminary recommendations for classroom activities. Working memory, inhibitory control, and cognitive flexibility were most evident, especially in children with limited verbal communication and those requiring intensive classroom support. Expert-informed classroom activities, including structured play, rule-changing games, memory-based exercises, emotional reflection tasks, and narrative planning, were subsequently suggested with increasing complexity across age groups and levels of communication ability.
CONCLUSIONS: The findings provide preliminary support for the teacher-administered MU.EF-102 of the classroom use and informed age- and communication-responsive, expert-informed classroom activity recommendations. The effectiveness of these recommendations requires evaluation in future intervention studies.
PMID:42893396 | DOI:10.1080/17518423.2026.2750397
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