This paper reviews studies investigating executive function in individuals with autism spectrum disorder (ASD). Executive function encompasses various cognitive abilities such as planning, working memory, impulse control, inhibition, and shifting set, as well as the initiation and monitoring of actions. The review focuses on planning, inhibition, shifting set, generativity, and action monitoring. While these functions are known to depend on the frontal lobes, particularly the prefrontal cortex, little is known about their neuroanatomical correlates in autism. The paper acknowledges the complexity of studying executive functions in ASD, the potential influence of IQ on executive performance, and the overlap with other neurodevelopmental disorders like ADHD and Tourette’s syndrome. The review highlights that individuals with ASD exhibit specific deficits in planning and mental flexibility, as evidenced by their impaired performance on tasks such as the Tower of Hanoi and the Wisconsin Card Sorting Task. However, the picture is complex, with some studies showing no significant differences in inhibitory skills and others reporting impairments in inhibiting prepotent responses. Generativity, the capacity to generate novel ideas and behaviors, is also impaired in ASD, which may contribute to the lack of spontaneity and repetitive behaviors. Self-monitoring, the ability to monitor and correct one's own thoughts and actions, shows mixed results, with some studies suggesting deficits and others finding no significant differences. The paper also discusses the developmental trajectory of executive functions, noting that the frontal lobes continue to mature well into adulthood. Studies of typically developing children show significant gains in executive functions across different age groups, highlighting the importance of understanding the maturation process in ASD. Overall, the review underscores the need for more detailed, theory-driven studies to better understand the nature of executive dysfunction in ASD and its implications for the disorder.This paper reviews studies investigating executive function in individuals with autism spectrum disorder (ASD). Executive function encompasses various cognitive abilities such as planning, working memory, impulse control, inhibition, and shifting set, as well as the initiation and monitoring of actions. The review focuses on planning, inhibition, shifting set, generativity, and action monitoring. While these functions are known to depend on the frontal lobes, particularly the prefrontal cortex, little is known about their neuroanatomical correlates in autism. The paper acknowledges the complexity of studying executive functions in ASD, the potential influence of IQ on executive performance, and the overlap with other neurodevelopmental disorders like ADHD and Tourette’s syndrome. The review highlights that individuals with ASD exhibit specific deficits in planning and mental flexibility, as evidenced by their impaired performance on tasks such as the Tower of Hanoi and the Wisconsin Card Sorting Task. However, the picture is complex, with some studies showing no significant differences in inhibitory skills and others reporting impairments in inhibiting prepotent responses. Generativity, the capacity to generate novel ideas and behaviors, is also impaired in ASD, which may contribute to the lack of spontaneity and repetitive behaviors. Self-monitoring, the ability to monitor and correct one's own thoughts and actions, shows mixed results, with some studies suggesting deficits and others finding no significant differences. The paper also discusses the developmental trajectory of executive functions, noting that the frontal lobes continue to mature well into adulthood. Studies of typically developing children show significant gains in executive functions across different age groups, highlighting the importance of understanding the maturation process in ASD. Overall, the review underscores the need for more detailed, theory-driven studies to better understand the nature of executive dysfunction in ASD and its implications for the disorder.