The comparing reading strategies and executive functions between successful and non successful students with autism spectrum disorder in education

Autism spectrum disorder is characterized by deficits in social communication and social intraction, and restricted and repetitive behvaiors, interest and activites. The purpose of this research is the comparing reading strategies and executive functions between successful and non successful students with autism spectrum disorder in education. The research population includes all students with spectrum disorder aged 12 to 14 years that with available sampling method, 30 successful students in education with ASD and 30 unsuccessful students with ASD are chosen. The Autism Spectrum Traits, executive functions and learning strategies Questioner are given to them. Data was analyzed with T test. Results showed that, successful students with ASD had a significant difference with second group in all variables of learning strategies and also in inhibition, emotional management, planning, organizing and attention shifting. We can conclude that, Students with autism spectrum successful in education use more learning strategies and have better executive functions than students with autism spectrum unsuccessful in education.