Autism spectrum disorder (ASD) is a lifelong condition characterised by persistent deficits in social communication and interaction, as well as repetitive patterns of behaviour, restricted interests, or activities. ASD can be understood through the theory of executive functions – a theory of higher cognitive processes. These functions enable independent and meaningful living and form the basis for coping with challenges and achieving goals. Executive functions can be divided into those involving thinking and those involving action or behaviour. In individuals with ASD, executive functioning deficits represent a lifelong difficulty, although they manifest differently across developmental periods. Even in individuals with high-functioning autism (HFA), despite average or above-average intellectual abilities, problems in executive functioning remain.
For individuals with HFA, transitions, and the changes they bring are particularly demanding, as they often require increased organisation, effective communication, and adaptation to new academic and social environments. During primary and secondary education, individuals with HFA receive various forms of professional support. However, during the transition to adulthood, especially when entering higher education, the scope and accessibility of support aimed at developing the skills necessary for successful inclusion and functioning in the new environment decrease significantly. As a result, individuals with HFA often have to rely on their own (frequently less effective) strategies, which may negatively affect their academic performance, independence, and psychosocial well-being.
For this reason, this master’s thesis focused on the transition to adulthood, specifically the period of university study. A case study was conducted in which, over four months, a support model was designed, implemented, and analysed to assist a university student with HFA during his university studies. The effects of the model were monitored using the Executive Function Questionnaire for Adolescents, the Executive Function Questionnaire for Parents/Teachers, and the Social Skills Questionnaire. The support model aimed to develop executive functions in organisation, planning and prioritisation, and time management, as well as communication skills. Both are essential for successful inclusion and effective functioning in higher education. The intervention was based on the executive skills coaching model developed by Dawson and Guare.
The results of the study showed significant improvements in certain executive functions, particularly in organisation (moderate improvement), planning and prioritisation, and cognitive flexibility (slight improvement). Progress was also observed in social and communication skills, reflected in greater independence and self-confidence of the student within the academic environment. Qualitative data from interviews confirmed that both the student and his mother recognised these changes. By the end of the support model implementation, the student became more proactive, independent, adept at efficiently using the introduced strategies, and more successful in communicating with university professors. Despite these positive outcomes, the study revealed that the transfer and maintenance of most of the learned strategies were not sustained after the support ended, highlighting the need for longer-term and systematic support.
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