• adaptive behaviour
• ASD symptoms
• Autism Spectrum Disorder
• behavioural and emotional profile
• executive functions
• preschooler

Background and aims of study: Autism Spectrum Disorder (ASD) is a a heterogeneous group of neurodevelopmental disorder characterized by persistent difficulties in social interaction and communication skills, as well as the presence as stereotyped behavior and restrictive interests (American Psychiatric Association [APA], 2022).
As ASD prevalence is increasing over time (Maenner et al., 2023), studies in the literature are focusing on understanding which variables contribute to positive quality of life and good adaptive outcomes (Pugliese et al., 2015, 2016; Tomaszewski et al., 2020).
Based on previous scientific literature that appears to be rather inconsistent, this study set out to describe the executive function (EF) profile in a sample of preschool children with ASD and their correlations with ASD symptoms, emotional-behavioural difficulties, and adaptive functioning.

Methods and materials: Seventy-six children with ASD, without intellectual disability, were assessed during the preschool period (37-72 months).
Intellectual functioning was assessed with the WPPSI Third/Fourth Edition, ASD symptom severity was delineated using ADOS-2 and the SCQ, executive functioning was measured using both parent-rating measures (BRIEF-P), and performance-based measures (BAFE), adaptive abilities were measured using the VABS-II, and the emotional-behavioural profile was described using the CBCL ½ - 5.

Results: A significant percentage of the sample showed weaknesses in one or more EF measures, particularly in inhibitory control and working memory on both performance-based and parent-report measures.
In addition, EF measures contributed significantly to the variation in the clinical phenotype in terms of symptomatological, adaptive and emotional/behavioural profile in both performance-based and parent-reported measures.

Conclusions: The results of this study highlight the need for early comprehensive assessment of the executive functioning of children with ASD, starting as early as the pre-school period, through both performance-based and indirect measures. This is crucial for establishing a personalised intervention in order to improve prognosis and reduce long-term negative effects, such as the exacerbation of EF deficits, the emergence of emotional and behavioural problems, and difficulties in adaptive skills necessary for daily life.