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Executive Functioning Skills: Cognitive Flexibility & Autism (Part IV)

Home | Executive Functioning Skills: Cognitive Flexibility & Autism (Part IV)

May 2026 | Autism

Executive Functions in Review

Executive functioning (EF) refers to the brain’s overall cognitive system for managing information, behavior, and goal-directed actions. Like an air traffic controller or orchestra conductor, it helps coordinate multiple processes at once. 

Usually, three areas are considered the core executive functions: 

  • Working memory – holding and manipulating information in your mind 
  • Cognitive flexibility – adjusting thinking when situations change 
  • Inhibitory control – resisting impulses and distractions 

These core executive functions support the development of higher-order EF skills used across settings. 

While EF refers to the system itself, EF skills are often the observable abilities we see students use throughout the day. 

So far in this series, we have explored: 

But what happens when routines change, expectations shift, or things do not go according to plan? 

This is where cognitive flexibility becomes important. 

What Is Cognitive Flexibility?

Cognitive flexibility builds on both working memory and inhibitory control. It is the ability to shift gears and adjust to new demands, priorities, or different perspectives. 

Cognitive flexibility includes the ability to: 

  • Shift attention between tasks or ideas  
  • Follow between various speakers in a group conversation 
  • Apply different social rules based on the situation  
  • Adapt to changes in routines or expectations  
  • Consider multiple solutions to a problem  
  • View situations from another person’s perspective  
  • Revise a plan when something is not working  
  • Recover from mistakes or unexpected changes  

Some traditional perspectives place cognitive flexibility as a stand-alone system in the brain that jumps in when problem-solving is needed. However, recent research suggests something more connected: cognitive flexibility is strongly shaped by learning, experience, and the environment (Braem & Egner, 2018).  

In other words, people become more flexible through opportunities to practice adapting, responding to feedback, and learning from outcomes. This means cognitive flexibility is not a fixed ability or a matter of willpower – it encompasses skills that develop over time through support, repetition, and experience. 

Why It Matters 

Strong cognitive flexibility is associated with positive outcomes across a person’s lifespan: 

  • Childhood: Better reading abilities 
  • Adulthood: Higher resilience to negative life events and stress 
  • Late Adulthood: Increased quality of life  

(Harvard Center on Developing Child, 2011)

These skills also matter in everyday life. Students who struggle with flexibility (and don’t have supportive opportunities to strengthen their flexibility) may have difficulty maintaining friendships, managing routines, keeping a job, or handling unexpected problems later in life. 

Just think about how often students are expected to adapt during a single school day. They may need to: 

  • Transition between classes  
  • Stop a preferred activity  
  • Adjust to schedule changes  
  • Work with different peers  
  • Accept feedback  
  • Try a different strategy  
  • Respond to changes in staff or expectations 

For some autistic students, these shifts can require significant mental effort. 

Cognitive Flexibility and Autism

Autism Spectrum Disorder (ASD) includes differences in social communication along with restricted or repetitive behaviors, interests, or activities (CDC, 2025). With that in mind, it might be assumed that individuals on the spectrum automatically have challenges with cognitive flexibility. If a person has restrictive behaviors, that means they are lacking cognitive flexibility, right? Maybe… The research is actually quite complex and still evolving.  

A meta-analysis was conducted reviewing 59 studies comprised of over 2,000 autistic individuals without intellectual disabilities and ranging in ages of 4-85 (Lage et al., 2024). Results showed that many individuals on the spectrum experienced difficulties with cognitive flexibility however those challenges looked different person to person. 

Researchers have found that cognitive flexibility overlaps with other executive functioning skills, such as working memory and inhibition, making it difficult to measure on its own. Traditional testing may also fail to fully capture the flexibility demands students experience in real-life settings, and even the way a test is administered can influence results. In addition, factors such as anxiety, ADHD, and unpredictable environments may impact a person’s ability to adapt to change (Lage et al., 2024). Considering an estimated 40% of autistic individuals are affected by anxiety disorders, it’s important to keep in mind there are often multiple overlapping factors influencing cognitive flexibility.

In short, cognitive flexibility in autism is highly individualized. Broad assumptions or “one-size-fits-all” conclusions can lead to misunderstandings and ineffective supports. 

Strategies to Support Cognitive Flexibility

First, let’s check in with the adults in the classroom. While we strive to support a student’s ability to consider multiple solutions to a problem or view situations from a different prospective, we too must practice what we teach.

3 Ways WE Can Practice What We Teach:

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1. Build Upon Strengths

Students who struggle with flexibility may also have important strengths such as attention to detail, consistency, and strong focus. These traits can be valuable in careers like healthcare, engineering, cybersecurity, and quality control where noticing small changes is essential.

The goal is not to eliminate the desire for routines or sameness, but instead for students to understand that: 

  • Change is a part of life and we can learn skills to navigate those changes 
  • Their ways of thinking can also be meaningful strengths and we can find opportunities to apply them.  

Let’s make sure we are noticing strengths as well as areas for growth.

2. Step Into the Student’s Shoes 

When students struggle during changes or transitions, they may not be refusing to cooperate. They may genuinely be having difficulty adjusting their thinking, expectations, or emotional responses. 

Ask yourself: 

  • Were expectations clear?  
  • Were tasks broken into manageable steps?  
  • Was the environment supportive?  

When situations feel unpredictable, students may rely more heavily on routines, sameness, or familiar expectations to feel safe and regulated. 

3. Adjust Environment

Supports and accommodations should be used to reduce unnecessary cognitive flexibility demands.

Strategies such as previewing schedule changes, providing visual supports, and signaling transitions in advance can help reduce stress and anxiety.

While it is important to build flexibility skills over time, the responsibility should not fall entirely on autistic individuals to constantly adapt to environments that might already feel unpredictable or overwhelming. 

“Adults set up the framework (i.e., establishing routines, providing cues, breaking big tasks into smaller chunks) that helps children use the executive function skills they are developing to the best of their abilities.”

  • Center on the Developing Child: Harvard University 

5 Ways to Teach Cognitive Flexibility: 

Ultimately, cognitive flexibility can be supported through:

  • Opportunities to practice adapting in supportive environments
  • Predictable instruction
  • Explicit teaching

Strategies and activities to consider

Read & Discuss
Texts and Social Stories		Read and discuss texts wherein the main character is tasked with thinking outside the box or seeing something from a different perspective.

Example Texts:
1. The True Story of the Three Little Pigs by Jon Scieska* – What is the wolf’s perspective?
2. Not A Box by Antoinette Portis – Can a box be more than one thing? What are the different ways we can use a box?

Example Social Story:
1. A Social Story: I Can Handle Change

*Check out our TTAC library for thematic literacy kits)
Model Positive Mindset ShiftsWhether planned or unexpected, teachers have to be flexible all day long. Take some of those opportunities to model problem solving.

For instance, you go to write on the whiteboard but the expo marker is dried up and you can’t find any more…

1. Share the problem aloud
2. Express how you feel
“I’m so frustrated, I thought I just bought new ones,” or , “Gosh, this makes me feel so frazzled because I really wanted to write this on the board.”
3. Take a deep breath
“Let me take 2 deep breaths to help my brain reset and stay calm.”
4. Make a new plan
“I can use my poster paper and a regular marker to write this instead.”
5. Find the positive
“This is actually more fun because I can use different colors AND my work can be saved for longer.”
6. Model Positive Self-Talk
“When I think flexibly, I can discover exciting new opportunities.”
Plan Intentional Sabotages
During Low-Stakes Activities or Games 		See a video example from Abigail Brandt’s preschool classroom:

Go to 39:57- CDE Understanding an Supporting EF in Young Children with Autism and Other Developmental Disabilities

Abby plans to bowl with the students but intentionally forgets the ball. Students help her to problem solve, and they find a fun new way to bowl.

Please note, these intentional sabotages need to occur when students are calm and during low-stakes situations. For instance, hiding the pencils during a major test where anxiety is already running high would do more harm than good. Initially, plan for the simple opportunities where solutions are low stress.
Insert Opportunities to Practice FlexibilityFlexible thinking is not the same a doing what someone else wants us to do nor is it the same as following the rules.

Flexible thinking can help us get “unstuck” and potentially open the door to new opportunities (Brandt, 2022).

For instance, while previewing the daily schedule, you notice it’s raining. Discuss how if the rain continues, or if the ground is very wet, the students will have indoor recess.

This might feel disappointing (and that’s okay), but what are the options for indoor recess? Though we love going outside, playing tag in the gym or having a dance party in the classroom might also be fun. Discuss the choices and model “Plan A / Plan B” thinking.
Reflect TogetherChallenges will happen and there might be times where a student will struggle to become “unstuck” and will instead move through a period of intense stress before recovering and returning to baseline.

When these situations occur, and after the student has time to reset and regulate, take a few minutes to reflect with the student to help them process the situation (and perhaps provide you with a new perspective as well):

– “What changed?”  
– “What stayed the same?”  
– “What’s one possible next step?”  
– “Is there another way to solve this problem?”  

Over time, these conversations can help students build flexibility, problem-solving, and emotional regulation skills. 

Remember, executive functioning skills continue developing into early adulthood, so expectations should match developmental progress. For additional ideas to support cognitive flexibility, reach out or take a look at the resources linked below!

Example: Cognitive Flexibility out in “The Real World”

Aailyah “My Autistic Brain & Me”

While the above strategies and ideas make sense in theory, let’s hear from someone who has firsthand experience grappling with change.

Check out Aaliyah’s video as she explains how her brain feels when plans change.

She also shares what helps her brain in those situations.

Final Thoughts

Cognitive flexibility is not simply about “going with the flow.” It is a complex executive functioning process that impacts and influences learning, transitions, social interactions, and emotional regulation. 

By understanding cognitive flexibility through an executive functioning lens, we can focus on building supportive strategies that help students adapt, recover, and succeed when things change. 

Looking for More?

Resources to Continue Learning:

Reach out for additional support, resources, and/or to share your ideas!

Wrap Up

If you have been reading this article series throughout the school year, thank you for your readership! I hope you found something of interest and/or use within each publication.

If you are just joining the fun, this year’s publications attempted to tackle the massive topic of “Executive Functions” by focusing in on a particular process or skill each quarter to better understand what it is, where challenges may show up, and strategies to consider.

As always, please reach out to me with any questions or even ideas for next year’s “theme” (ahusk@odu.edu)!

Need Something Else?

Reach out with questions,

to brainstorm ideas,

or to simply share a celebration.

ahusk@odu.edu

A final note: Out of deep respect for diverse perspectives, I use both people-first and identity-first language throughout my articles.

Words are powerful; everyone’s experiences are unique. Be sure to always ask and honor individual preferences.

References:

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