An interventional study of Executive Function Training Program in Autism Spectrum Disorder, sponsored by Seoul National University Bundang Hospital. Active, not recruiting at 1 site in South Korea. Open to participants aged 9 Years to 12 Years. Per ClinicalTrials.gov, last updated 2026-09-03.
Sponsored by Seoul National University Bundang Hospital · Not applicable, Interventional, and Treatment
The goal of this clinical trial is to learn whether a structured executive function training program can improve executive function, adaptive behavior, and self-regulation in elementary school students with autism spectrum disorder (ASD). The main questions it aims to answer are:
Does the program improve participants' executive function skills and their ability to use these skills in daily life? Does the program improve participants' adaptive behavior and self-regulation?
Researchers will compare participants who receive the executive function training program with participants in a waitlist control group to determine whether the program is effective.
Participants will be randomly assigned to either the intervention group or the waitlist control group and will complete assessments before and after the intervention. The intervention consists of a structured, group-based program provided once a week for 12 weeks. Children participate in sessions designed to teach and practice executive function strategies, while their parents participate in parent education and review of home practice to support the use of these skills in daily life.
The program focuses on skills such as planning and prioritizing, organization, time management and task initiation, emotional and impulse control, and flexible thinking. Participants practice applying these strategies to situations encountered at home, at school, and in everyday life.
Executive function refers to a set of skills that support goal-directed behavior and independent functioning, including planning, organization, task initiation, time management, emotional and impulse control, flexible thinking, working memory, and self-monitoring. Difficulties in executive function may affect how children with autism spectrum disorder (ASD) manage everyday demands at home, at school, and in social situations. These difficulties may also be related to adaptive functioning and self-regulation.
This study evaluates a structured executive function training program developed for elementary school students with ASD. The program is designed to help children understand executive function strategies, practice them in structured activities, and apply them to situations encountered in everyday life. Rather than focusing only on performance on cognitive tasks, the intervention emphasizes the practical use of executive function skills for daily activities, school routines, emotional and behavioral regulation, and interactions with others.
The program is delivered in a group format over 12 weekly sessions. Intervention sessions use explicit instruction, therapist modeling, guided practice, role-play and other activities, feedback, and home practice. The major areas addressed include planning and prioritizing, organization, time management and task initiation, emotional and impulse control, and flexible thinking. Visual materials and age-appropriate activities are used to help children understand and practice the strategies.
Parents participate in a parallel parent component. They review the skills taught to their children, receive guidance on supporting the use of these strategies, and review the child's home practice with the intervention team. Parent involvement is intended to promote generalization of skills learned during the sessions to everyday settings.
Participants are randomly assigned to an intervention group or a waitlist control group. After the initial intervention period and post-intervention assessment, participants in the waitlist control group are also offered the program. The study examines whether participation in the program is associated with improvement in executive function and its use in daily life, as well as adaptive behavior, self-regulation, and related psychosocial functioning.
1,724 studies on the registry are indexed under Autism Spectrum Disorder; 500 are open to participants now.
This study's enrollment of 40 is below the median of 52 across 1,368 interventional studies indexed under Autism Spectrum Disorder.
Browse Autism Spectrum Disorder studies →Seoul National University Bundang Hospital is the lead sponsor of 376 studies on the registry; 56 are open to participants now.
Counted across the registry records on this site, refreshed daily.
Go through the criteria one by one — yes, no or not sure — and take the list to your doctor or the study team. Kept in this browser only.
Exclusion Criteria:
Underlined terms in the criteria open these too. Explained by clinicaltrials.gg, not part of the registry record. The study team decides who can take part.
The American Psychiatric Association’s manual of mental health diagnoses. DSM-5 (2013, revised as DSM-5-TR in 2022) replaced DSM-IV, and some studies still name the older edition. “Meets DSM criteria for …” means diagnosed by that edition’s diagnostic criteria, usually by a clinician in an interview.
DSM diagnostic criteria
The American Psychiatric Association’s manual of mental health diagnoses. DSM-5 (2013, revised as DSM-5-TR in 2022) replaced DSM-IV, and some studies still name the older edition. “Meets DSM criteria for …” means diagnosed by that edition’s diagnostic criteria, usually by a clinician in an interview.
Explained by clinicaltrials.gg, not part of the registry record. The study team decides who can take part.
Participants receive a structured, group-based executive function training program once a week for 12 weeks. The program includes an 80-minute child session and a 65-minute parent session each week. Parents receive education on the same executive function topics taught to their children and review home practice to support the application and generalization of these skills in daily life.
Behavioral: Executive Function Training Program
Participants do not receive the executive function training program during the initial 12-week intervention period. After completion of the post-intervention assessment, participants in the waitlist control group are offered the same executive function training program.
A 12-week, structured, group-based executive function training program delivered once weekly to elementary school students aged 9-12 years with autism spectrum disorder (ASD) and their parents. Each weekly session includes an 80-minute child session and a 65-minute parent session. The child sessions use explicit instruction, modeling, guided practice, role-play, feedback, and home practice to teach and practice executive function strategies related to planning and prioritizing, organization, time management and task initiation, emotional and impulse control, and flexible thinking. In parallel, parents receive education on the same executive function topics taught to their children and review their child's home practice. Parent involvement is designed to help children apply and generalize the executive function strategies learned in the program to daily life at home, at school, and in other everyday situations.
Executive Function as Assessed by the Behavior Rating Inventory of Executive Function, Second Edition (BRIEF-2)
The BRIEF-2 is a parent-report questionnaire that assesses executive function behaviors in children's everyday life. The Global Executive Composite (GEC), index scores, and individual clinical scale scores will be analyzed to evaluate changes in different aspects of executive functioning. Higher T-scores indicate greater difficulties with executive functioning, whereas lower T-scores indicate fewer difficulties.
Time frame: Baseline, immediately after the 12-week intervention, and 12 weeks after completion of the intervention
Adaptive Behavior as Assessed by the Vineland Adaptive Behavior Scales, Third Edition (Vineland-3)
The Vineland-3 is a standardized measure of adaptive functioning in everyday life. The Adaptive Behavior Composite (ABC) score will be used as the primary outcome measure. Domain scores for Communication, Daily Living Skills, and Socialization will also be analyzed. Higher scores indicate better adaptive functioning.
Time frame: Baseline, immediately after the 12-week intervention, and 12 weeks after completion of the intervention
Emotion Regulation as Assessed by the Emotion Regulation Checklist (ERC)
The Emotion Regulation Checklist (ERC) is a 24-item questionnaire that assesses children's emotional regulation and emotional lability/negativity. Items are rated on a 4-point scale from 1 (Never) to 4 (Always). Scores for the Emotion Regulation and Lability/Negativity subscales will be analyzed, with higher Emotion Regulation scores indicating better emotion regulation and higher Lability/Negativity scores indicating greater emotional dysregulation.
Time frame: Baseline, immediately after the 12-week intervention, and 12 weeks after completion of the intervention
Academic Self-Regulation as Assessed by the Academic Self-Regulation Questionnaire (SRQ-A)
The Academic Self-Regulation Questionnaire (SRQ-A) is a child-report measure that assesses children's reasons for engaging in school-related behaviors. It includes four regulatory styles: external regulation, introjected regulation, identified regulation, and intrinsic motivation. Items are rated on a 4-point scale, with higher subscale scores indicating greater endorsement of the corresponding regulatory style. Subscale scores and the Relative Autonomy Index (RAI) will be analyzed, with higher RAI scores indicating more autonomous or self-determined regulation.
Time frame: Baseline, immediately after the 12-week intervention, and 12 weeks after completion of the intervention
Prosocial Self-Regulation as Assessed by the Prosocial Self-Regulation Questionnaire (SRQ-P)
The Prosocial Self-Regulation Questionnaire (SRQ-P) is a child-report measure that assesses children's reasons for engaging in prosocial behaviors. It includes three regulatory styles: external regulation, introjected regulation, and identified regulation. Items are rated on a 4-point scale, with higher subscale scores indicating greater endorsement of the corresponding regulatory style. Subscale scores will be analyzed to assess changes in the regulation of prosocial behavior.
Time frame: Baseline, immediately after the 12-week intervention, and 12 weeks after completion of the intervention
Inhibitory Control as Assessed by the Stroop Test
The Stroop Test is a performance-based measure used to assess inhibitory control and cognitive interference. Performance indices derived from the Stroop task will be analyzed, with better performance reflecting greater inhibitory control and ability to manage cognitive interference.
Time frame: Baseline, immediately after the 12-week intervention, and 12 weeks after completion of the intervention
Cognitive Flexibility as Assessed by the Children's Color Trails Test (CCTT)
The CCTT is a performance-based measure of attention, sequencing, and cognitive flexibility in children. Performance indices from the CCTT will be analyzed to assess changes in attentional control and cognitive flexibility, including the ability to shift between task demands.
Time frame: Baseline, immediately after the 12-week intervention, and 12 weeks after completion of the intervention
Cognitive Flexibility as Assessed by the Wisconsin Card Sorting Test (WCST)
The WCST is a performance-based measure of executive functioning that assesses cognitive flexibility, concept formation, and the ability to shift cognitive sets in response to changing feedback. Performance indices from the WCST will be analyzed to assess changes in cognitive flexibility.
Time frame: Baseline, immediately after the 12-week intervention, and 12 weeks after completion of the intervention
Autism-Related Social Functioning as Assessed by the Social Responsiveness Scale, Second Edition (SRS-2)
The SRS-2 is a questionnaire that assesses social functioning and autism-related social difficulties. Total and subscale scores will be analyzed. Higher scores indicate greater difficulties in social functioning and greater severity of autism-related social characteristics.
Time frame: Baseline, immediately after the 12-week intervention, and 12 weeks after completion of the intervention
Emotional and Behavioral Problems as Assessed by the Child Behavior Checklist (CBCL)
Description: range of emotional and behavioral problems in children. Composite and syndrome scale scores will be analyzed. Higher scores indicate greater emotional and behavioral difficulties.
Time frame: Baseline, immediately after the 12-week intervention, and 12 weeks after completion of the intervention
Depressive Symptoms as Assessed by the Children's Depression Inventory (CDI)
The CDI is a child-report questionnaire used to assess depressive symptoms in children. The total score will be analyzed, with higher scores indicating greater depressive symptoms.
Time frame: Baseline, immediately after the 12-week intervention, and 12 weeks after completion of the intervention
Anxiety Symptoms as Assessed by the State-Trait Anxiety Inventory for Children (STAIC)
The STAIC is a child-report questionnaire that assesses state anxiety and trait anxiety in children. State Anxiety and Trait Anxiety scores will be analyzed separately, with higher scores indicating greater anxiety.
Time frame: Baseline, immediately after the 12-week intervention, and 12 weeks after completion of the intervention
Parenting Stress as Assessed by the Korean Parenting Stress Index, Fourth Edition, Short Form (K-PSI-4-SF)
The K-PSI-4-SF is a parent-report questionnaire that assesses parenting stress. The Total Stress score and subscale scores will be analyzed, with higher scores indicating greater levels of parenting stress.
Time frame: Baseline, immediately after the 12-week intervention, and 12 weeks after completion of the intervention
Plan to share: No
No publications or documents are linked to this record.
Started Mar 2026 (actual). Primary completion is estimated for Jan 2027, 10 months after the start.
Of 800 non-industry interventional studies with no phase under Autism Spectrum Disorder, half reached primary completion within 25 months of starting (the median), counting those still running; a quarter within 12 and three quarters within 48. This study's planned 10 months is below that.
Counting every sponsor, half of 823 studies reached it within 25 months; a quarter within 12 and three quarters within 47.
How these figures are worked out, and which studies are left out of them.
This study is active, not recruiting, as verified in Apr 2026. You cannot join it, but the record below documents what was studied.
Get an email when the registry record changes — status, dates, results — or when someone posts here.
Sign in to followQuestions and observations about this study, from anyone following it. Not medical advice, and not a channel to the study team — their contact details are on the registry record.
Sign in to join the discussion. Reading takes no account; posting does. You choose a display name, and a pseudonym is the default.
Nothing here yet. If you are running this trial, taking part in it, or weighing whether to, this is the place to say so.
Seoul National University Bundang Hospital →